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PAST PAPERS - YEAR 1971 - 2022
1. YEAR 1971
1. Make a precis of the following passage in about 250 words.
The essence of poetry that it deals with events which concern a large number of people and can be
grasped not as immediate personal experience but as matter known largely from heresy and presented in
simplified and often abstract forms. It is thus the antithesis of all poetry which deals with the special,
individual activity of the self and tries to present this as specially and as individually as it can. The poet
who deals with public themes may himself be affected, even deeply, by contemporary events at some
point in his own being, but to see them in their breadth and depth he must rely largely on what he hears
from other men and from mass instruments of communication. From the start of his impulse to write
about them is different from any impulse to write about his own affairs. It may be just as strong and just
as compelling, but it is not of the same kind. He has to give his own version of something which millions
of others may share with him, and however individual he may wish to be, he cannot avoid relying to a
large extent on much that he knows only from second hand.
Fundamentally this may not matter, for after all what else did Shakespeare do: but the political
poet does not construct an imaginary past; he attempts to grasp and interpret a vast present. Between
him and his subject there is a gap which can never completely cross, and all his attempts to make events
part of himself must be to some extent hampered by recalcitrant elements in them, which he does not
understand or cannot assimilate or find irrelevant to his creative task. In such poetry selection which is
indispensable to all art, has to be made from an unusually large field of possibilities and guided by an
exacting sense of what really matters and what does not. On one side he may try to include too much and
lose himself in issues where he is not imaginatively at home, on the other side
he may see some huge event merely from a private angle which need not
mean much to others. Political poetry oscillates between these e xt r e r m s
and its history in our time has been largely attempts to make the best of
one or the other of them or to see what compromises can be made
between them.
2. Rewrite the following poem in simple prose and then comment on the
differences between the poetic achievement in the poem and the literal
rendering in prose made by you.
War is not a life, it is a situation,
One which may neither be ignored or accepted
A problem to be met with ambush and
stratagem, Enveloped or scattered
The enduring is not a substitute for the transient
Neither one for the other. But the abstract
conception Of private experience as its greatest
intensity Becoming universal which we call "poetry"
May be affirmed in verse.
3, (a) Use the following words in at least TWO senses, either as a verb or
as
a noun or as an adjective or as both
(i) Clear
(ii) Face
(iii) Energy
(iv) Value
(v) Build
(b) Use the following idiomatic expressions in illustrative sentences.
(i) Carry out
(ii) Taken over
(iii) Bring about
(iv) Beat out
(v) Bear with
4. "The unity of a country depends on the historical consciousness of its
people of a common past, but it depends more on the acceptance by
people of common value-system on which their future is based." Discuss
OR
Suggest ways and means of removing bitterness and improving good
relationship between East and West Pakistan.
5. Analyse the causes of Youth Rebellion in the world today and suggest
ways and means of removing those causes.
OR
"West is West and East is East
And Never the twain shall
meet? (Kipling)
Write an imaginary conversation between Kipling and a highly modernized
Pakistani who has seen how modern technologically oriented Western
Civilization completely changing the attitude of a modern man.
2. YEAR 1972
Up to a point the second German War resembled the first. Each began
with a German bid for power which almost succeeded in spite of the
opposition of France and Great Britain. In each the United State came to
the rescue after years of neutrality. Each ended with a German defeat. But
the differences were easier to see than the resemblances. The powers
were differently grouped.
Italy and Japan were on the German side, Russia was neutral until the
Germans attacked across what had been, to begin with, Poland and Baltic
States. The second war lasted even longer than the other. It pressed
harder on the civilian population. After a period of restraint, perhaps,
intended to conciliate American opinion, both sides dropped bombs from
the air, without respect for the nature of the targets, wherever the officers
concerned expected to cause the greatest effect. In Great Britain, 60,000
civilians were killed. Though the Island was not invaded, the population
was more directly involved than it was in any former war. Children and
others were evacuated from towns into the country. Food supplies ran so
short that, at the worst, even potatoes were rationed. All of the states
opposed to Germany, Great Britain was the only one which fought
throughout the war. The resources of the nation were concentrated in the
war effort more completely than those of any other nation on either side.
Labour for women as well as men, became compulsory. Nevertheless,
once the war reached its full severity in the west, eight months after it was
declared, there was less disunion between classes and interests than in
any other five years within living memory.
Fighting spread all over the world. The Pacific was as vital a theatre as
Europe. Scientists, especially Physicists, made revolutionary discoveries
during the war, not only in the fields of weapons and defense against
them, but also in supply, transport, and control in action. Strange to say
the fight services suffered fewer casualties than in 1914-18: 300,000 of the
armed forces and 35,000 of the navy were killed. There was nothing like
the trench warfare of former war, though there was almost every other
sort of warfare, from mechanized war of movement in the North Africa
desert to hand to hand jungle fighting in Burma. Both sides experimented
and built ip stocks for gas-warfare and biological warfare, but neither side
used them. (George Clark: English History: A Survey)
2. Rewrite the following poem in simple prose and then comment on the
differences between the poetic achievement in the poem and the literal
rendering in prose made by you.
The force that through the green fuse drives the
flower Drives my green age, that blasts the roots of
trees
Is my destroyer,
And I am dumb to tell the crooked rose.
My youth is bent by the same wintry
fever.
The force that drives the water through the rocks.
Drives my red blood, that drives the mouthing
streams, Turns mine to max.
And I am dumb to mouth unto my veins

How at the mountains spring the same mouth
sucks. The hand that whirls the water in the pool.
Stirs the quicksand, that ropes the blowing
wind, Hauls my shroud sail,
And I am dumb to tell the hanging man,
How of my clay is made the hangman's
lime. The lips of time leech to the fountain
head. Love drips and gathers, but the fallen
blood, Small calm her sores.
And I am dumb to tell a weather's wind,
How time has ticked a heaven round the
stars. And I am dumb to tell the lover's tomb,
How at my sheet goes the same crooked worm
(Dylan Thomas)
3. (a) Distinguish between the meaning of the words in the following pairs,
and use them in illustrative sentences.
(i) Consciousness, Conscientiousness
(ii) Ingenious, Ingenuous
(iii) Fantastic, Fanatical
(iv) Honourable, Honorary
(v) Politician, Statesman
(b) Use the following expressions in sentences to bring out their meanings.
(i) To fall back on something
(ii) To fall through
(iii) On right earnest
(iv) Vested interests
(v) Meaningful Dialogue
4. Write a dialogue between a C.S.P. officer and a young man aspiring to
become one on how to improve civil administration in Pakistan.
OR
(a) Religion is the only force that can keep our people together.
(b) But it seems to have failed to do so in our
country. Continue the discussion.
5. List, with brief amplification, what you regard as the FIVE most serious
problems before the Government of Pakistan.
OR
"In the opinion of this house Regionalism is greatest hindrance in the way
of our national progress".
Write a speech for or against the above mentioned.
3. YEAR 1973
As a kind of foot-note I should comment that there are those who
doubt whether it is within the power of science to ensure over a
prolonged period of freedom from destitution and famine for mankind.
The argument is the old one of Malthus, that in the race between
increasing population and increasing production, population must
eventually win. Those of us who decline to accept this pessimistic view
recognize the difficulty of the practical problem of meeting the needs of an
ever-expanding population. We have, however, greater faith in human
resourcefulness. We note that it is not only in the technology of
production and medicine that the present generation differs so greatly
from the one before. A similar rapid change is likewise occurring in the
thinking of masses of people. This change is brought about partly by
experience with technology and partly by more widespread education.
Here lies a new realm in which dramatic advance is being made.
The hope for the longer future lies in a growing understanding of the
conditions for the good life of man in a world of science and technology,
and the acceptance of a morality that is consistent with these conditions.
With the widespread thought now being given to such problems by
persons whose thinking is schooled to rely on reason and tested fact. It is
evident that advance from this angle will also appear. Youth may, for
example, consider these remarks as an effort to see in truer perspective
the type of ideals that are appropriate to the age of science. Many are
those who are now sharing to this exploration of human values.
The great question is whether such understanding of human goals and
the corresponding development of morals can be achieved before the
forces seen by Malthus, and emphasized so forcefully by recent writers,
overwhelm the efforts of the pioneers in this new and critical field. I do not
believe that this is inevitable. I am confident of man's ability to meet and
solve this ethical problem that is so vital to the success of his effort to
achieve physical and spiritual freedom,
It is relevant that as I analyse the reasons for my faith in man's eventual
ability to meet this critical problems. I find that prominent in my mind is
the confidence that God Who made us holds for us an increasing density,
to be achieved through our own efforts in the world setting that he
supplies. This
observation is significant in the present setting because it is my strong
impression that most of those who have the firm faith in man's
advancement likewise have a religious basis of their faith. If this
impression is valid its consequence is clear. It means that it is men and
women of religious faith on whom we must primarily rely to work strongly
toward achieving a favourable world society. It means also that those of
religious faith because of their faith have a better chance of survival, a fact
that has a bearing on the attitude that may be expected in the society of
2. Render the following poem in simple prose and comment on the
difference in the effective use of language between the poem and its prose
the future.
version by you.
TO DAFFODILS
Fair daffodils, we weep to
see You haste away so soon,
As yet the early rising
sun Has not attained his
noon Stay, stay,
Until the hasting
day Has run
But to the even-song,
And having prayed together,
we Will go with you along
We have short time to stay, as
you, We have a short a spring;
As quick a growth to meet
decay, As you, or anything,
We die,
As your Hours do, and
dry Away
Like to summer's rain
Or as the pearls of morning
dew, Ne'er to be found again.
(Robert Herrick)
3. (a) Each of the following words has more than one meaning. Choose any
FIVE of them and by using them in at least two sentences each indicates
what these different meanings are:
(i) Report
(ii) Ruler
(iii) Point
(iv) Wear
(v) Glasses
(vi) Vessel
(vii) Stage
(viii) Spirit
(b)
idiomatic
Use anyexpressions
FIVE of thein your
following
own
sentences to illustrate their meaning.
(i) Turn to Account
(ii) To beat the air
(iii) To break the lance with
(iv) To foul of
(v) To keep open door
(vi) To put out of countenance
(vii) Got up to kill
(viii) To have a finger in the pie
4. "It is my invincible belief that science and peace will triumph over
ignorance and war, that notion will eventually unite not destroy but build,
and that the future will belong to those who will have done most for
suffering humanity".
Expand this in a paragraph of about 120 words giving examples and
arguments in support of Pasture's belief.
OR
Suggest what the people of this country can do themselves to remedy
social evils.
5. "Asghar is now twenty-two," she tells her husband, "It's time you should
thought of his marriage lest the boy starts keeping bad company." Mir
Nihal clears his throat and says:
"Yes, I was going to speak to you about him myself. Has he gone to sleep?"
No. He went out after dinner and has not come back yet".
(Ahmad Ali: Twilight in Delhi)
Develop this conversation between Mir Nihal and Begum Nihal about their
son Asghar and his marriage in order to give an impression of the customs
and manners of Muslims in Indo-Pak Sub-Continent.
OR
Write a critical review of the marriage customs of your region or tribe or
family, etc.
4. YEAR 1974
Man is pre-eminently an animal good at gadgets. However, there is
reason for doubting his good judgement in their utilization.
Perhaps the first chemical process which man employed for his own
service was combustion. First utilized to warm naked and chilled bodies, it
was then discovered to be effective for scaring off nocturnal beasts of prey
and an admirable agent for the preparation and preservation of food.
Much later came the discovery that fire could be used in extracting and
working metals and last of all that it could be employed to generate
power. In ancient times man began to use fire as a weapon, beginning
with incendiary torches and arrow and proceeding to explosives, which
have been developed principally for the destruction of human beings and
their works.
In the control and utilization of gases, the achievements of our species
have not been commendable. One might begin with air, which man
breathes in common with other terrestrial vertebrates. He differs from
other animals in that he seems incapable of selecting the right kind of air
for breathing. Man is for ever doing things, which foul the air and
poisoning himself by his own stupidity. He pens himself up in a limited air
space and suffocates; he manufactures noxious gases which accidentally
or intentionally displace the air and remove him from the ranks of the
living; he has been completely unable to filter the air of the disease germs,
which he breathes to his detriment; he and all his works are powerless to
prevent a hurricane or to withstand its force. Man has indeed been able to
utilize the power of moving air currents to a limited extent and to imitate
the flight of birds, with the certainty of eventually breaking his neck if he
tries it.
Man uses water much in the same way as other animals; he has to drink
it constantly, washes in it frequently, and drowns in it occasionally --
probably oftener than other terrestrial vertebrates. Without water, he dies
as miserably as any other beast and with too much of it, as in floods, he is
equally unable to cope. However, he excels other animals in that he has
learned to utilize water power.
But it is rather man's lack of judgement in the exercise of control of
natural resources which would disgust critics of higher intelligence,
although it would not surprise the apes. Man observes that the wood of
trees is serviceable and recklessly denudes the earth of forests, insofar as
he is able, He finds that the meat and skins of the bison are valuable and
immediately goes to work to exterminate the bison. He allows his grazing
animals to strip the turf from the soil so that it is blown away and fertile
places become deserts. He clears for cultivation and exhausts the rich land
by stupid planting. He goes into wholesale production of food, cereals,
fruits and livestock and allows the fruits of his labour to rot or to starve
because he has not provided any adequate method of distributing them or
because no one can pay for them. He invents machines which do the work
of many men, and is perplexed by the many men who are out of work. It
would be hard to convince judges of human conduct that man is not an
economic fool.
2, Write a prose version of the following poem in simple English and then
comment on the differences in the language of both the poem and its
prose version.
Without that once clear aim, the path of
flight To follow for a life-time though white air;
This century chokes me under roots of
night; I suffer like history in Dark Ages,
where
Truth lies in dungeons, from which drifts on
whisper; We hear of towers long broken off from
sight
And tortures and war, in dark and smoky
rumour, But on man's buried lives there falls no
light.
Watch me who walks through coiling streets where
rain And fog down every cry; and corners of day
Road drills explore new areas of pain,
Nor summer nor light may reach down here to
play The city builds its horror in my brain,
This writing is my only wings away.
3. (a) Distinguish between the meaning of the words in the following pairs,
and use them in sentences to illustrate;
(i) Grateful, Gratified
(ii) Imaginary, Imaginative
(iii) Negligent, Negligible
(iv) Placable, Placeable
(v) Restive, Restless
(b) Use any FIVE of the following idioms in your own sentences to illustrate
their meaning.
(i) When all is said and done
(ii) An axe to grind
(iii) Turn a new leaf
(iv) Burn the candle at both ends
(v) Leave in the lurer
(vi) Goes with saying
(vii) Like a red rag to a bull
(ix) Not a leg to stand on
(x) Under the thumb of
(xi) The writing on the wall
4. Develop the following question into a paragraph of about 120 words.
"The worst sin towards our fellow creatures is not to hate them, but to be
indifferent to them; that's the essence of humanity".
(G.W. Shaw in The Devil's Disciple, Act
II) OR
Give a brief but complete statement of your ideals and dreams of life in
simple English.
5. List, with some amplification that steps that the Government of Pakistan
should take in order to check inflation and rising prices in the country.
OR
Compose a short speech for a Forum on international understanding and
goodwill.
5. YEAR 1975
What virtues must we require of a man to whom we entrust directing
of our affairs? Above all, a sense of what is possible. In politics, it is useless
to formulate great and noble projects if, due to the existing state of the
country, they cannot be accomplished. The impulses of a free people are
at all times a parallelogram of forces The great statesman realizes precisely
what these forces are and says to himself without ever being seriously
mistaken: "I can go just so far and no further". He does not allow himself
to favour one class, foreseeing the inevitable reactions of the neglected
groups. A prudent doctor does not cure his patient of a passing complaint
with a remedy that produces a permanent diseases of the liver; and a
judicious statesman neither appeases the working class at the risk of
angering the bourgeoisie, nor does he indulge the bourgeoisie at the
expense of the working class. He endeavours to regard the nation as a
great living body whose organs are interdependent. He takes the
temperature of public opinion every day, and if the fever increases he sees
to it that the country rests.
Though he may fully appreciate the power of public opinion, a forceful
and clever statesman realizes that he can influence it fairly easily. He has
calculated the people's power to remain indifferent to his efforts; they
have their moment of violence, and their angry protests are legitimate if
the Government brings poverty on them, takes away their traditional
liberty, or seriously interferes with their home life. But they will allow
themselves to be led by a man who knows where he is going and who
shows them clearly that he has the nation's interest at heart and that they
may have confidence in him.
The sense of what is possible is not only the ability to recognize that
certain things are impossible -- a negative virtue -- but also to know that,
to a courageous man, things which may appear to be very difficult are in
fact possible. A great statesman does not say to himself: "This nation is
weak," but "This nation is asleep; I shall wake it up. Laws and institutions
are of the people's making; if necessary, I shall change them".
But above all, the determination to do something must be followed by
acts, not merely words. Mediocre politicians spend most of their time
devising schemes and preaching doctrines. They talk of structural reforms,
they invent faultless social systems and formulate plans for perpetual
peace. In his public speeches the true statesman knows how, if necessary,
to make polite bows to new theories and to pronounce ritualistic phrases
for the benefit of those who guard temple gates; but he actually occupies
himself by taking care of the real needs of the nation. He endeavours to
accomplish definite and precise objectives in ways that seem best to him.
If he finds obstacles in his path, he makes detours. Vanity, intellectual
pride, and a feeling for system are serious handicaps to the politicians.
Some party leaders are ready to sacrifice the country for a theory or a set
of principles. The true leader says: "Let the principles go but I must save
the nation".
2. Read the following poem in simple prose and comment on the difference
in the effective use of language between the poem and its prose version by
you.
Since brass, not stone, nor earth, nor boundless
sea. But sad morality o'er-sways their power,
How with this range shall beauty hold a plea.
O, how shall summer's honey breath hold
out Against the wreckful siege of battering
days, When rocks impregnable are not so
stout, Nor gates of steel so strong, but Time
decays? O, fearful meditation, where, alack
Shall time's best jewel from time's chest lie hid?
Or what strong hand can hold his swift foot
back? Or who his spoil of beauty can forbid?
O, none, unless this miracle have might,
That in black ink my Love may still shine bright,
3. (a) Distinguish between the meaning of the words in the following pairs
and use them in sentences to indicate what these different meanings are:
(i) Amiable, Amicable
(ii) Considerable, Considerate
(iii) Ingenuous, Ingenious
(iv) Momentary, Momentous
(v) Virtuous, Virtual
(b) Use any FIVE of the following idioms in your own sentences to illustrate
their meaning.
(i) To sow one's wild oats
(ii) Storm in a tea cup
(iii) to keep late Hours to throw cold water on
(iv) A cock-and-bull story
(v) To bear the brunt of
(vi) Tied to apron-strings of
(vii) To move heaven and earth
(viii) To blow one's own trumpet
(ix) To rest on one's laurels
4. Develop the following quotation into a paragraph of each about 120
words.
"At critical moments in their history it is Islam that saved Muslims and not
vice versa".
OR
Write a complete character-sketch of the man or the woman who has
impressed you in the most in your life.
5. Pakistan has yet to produce a scientist of international calibre. Pinpoint
the factors which, in your opinion, are responsible for this poor showing of
ours in the field of science and suggest concrete measures which the
Government and our Universities should take to help Pakistan scientists
make solid contributions in their respective fields,
OR
Discuss in depth and detail what conditions are conducive to the growth of
regionalism and provincialism -- the two great menaces to national
solidarity -- and how they can best be eliminated.
6. YEAR 1976
1. Make a precis of the following extract.
The present-day industrial establishment is a great distance removed
from that of the last century or even of twenty-five years ago. This
improvement has been the result of a variety of forces --- government
standards and factory inspection: general technological and agricultural
advance by substituting machine power for heavy or repetitive manual,
labour, the need to compete for a labour force: and union intervention to
improve working conditions in addition to wages and Hours.
However, except where the improvement contributed to increased
productivity, the effort to make more pleasant has to do support a large
burden of proof. It was permissible to seek the elimination of hazardous,
unsanitary, unhealthful, or otherwise objectionable conditions of work.
The speedup might be resisted to a point. But the test was not what was
agreeable but what was unhealthful or at minimum, excessively fatiguing.
The trend toward increased leisure is not reprehensible, but we resist
vigorously that notion that a man should work less hard on the job. Here
older attitudes are involved. We are gravely suspicious of any tendency to
expand less than the maximum effort, for this has long been a prime
economic virtue.
In strict logic there is as much to be said for making work pleasant and
agreeable as for shortening Hours. On the whole it is probably as
important for a wage-earner to have pleasant working conditions as a
pleasant home. To a degree, he can escape the latter but not the former
--- though not doubt the line between an agreeable tempo and what is
flagrant feather- bedding is difficult to draw.
Moreover, it is a commonplace of the industrial scene that the
dreariest and most burdensome tasks, require as they do a minimum of
though and skill frequently have the largest number of takers. The solution
to this problem lies, as we shall see presently, in driving up the supply of
crude manpower at the bottom of the ladder. Nonetheless the basic paint
remains, the case for more leisure is not stronger on purely prima facie
grounds than the case for making labour-time itself more agreeable. The
test, it is worth repeating, is not the effect on productivity -- It is not
seriously argued that the shorter work week increases productivity --- that
men produce more in fewer Hours than they would in more. Rather it is
whether fewer Hours are always to be preferred to more but pleasant
ones.
2. (a) Write a comment on the major idea of the following poem in about
50 words.
(b) Also write a short note on the language the poet has used in the
poem. ENTIRELY
If we could get the hand of it
entirely It would take too long;
All we know is the splash of words in
passing And falling twigs of songs,
And when we try to eavesdrop on the
great Presences ti is rarely
That by a stroke of luck we are
appropriate Even a phrase entirely
If we could find our happiness
entirely In somebody else's arms
We should not fear the spears of the spring nor the
city's Yammering fire alarms
But, as it is, the spears each year go
through Our flesh and almost hourly
Bell or siren banishes the
blue Eyes of love entirely
And if the world were black or white
entirely And all the charts were plain
Instead of a mad weir of tigerish
waters, A prism of delight and pain,
We might be surer when we wished to
go Or again we might be merely
Bored but in brute reality there is no
Road that is right entirely.
3. (a) Use FIVE of the following pair of words in your own sentences so as to
bring out the difference in their meaning.
(i) Par, At a par
(ii) Compliment, Complement
(iii) Complacent, Complaisant
(iv) State, Government
(v) Eminent, Prominent
(vi) Below, Beneath
(vii) Portly, Comely
(viii) Set up, Set upon
(ix) Shall, Will
(x) Sink, Drown
(b) Use the following words, expressions and idioms in your own sentences
so as to bring out their meaning.
(i) Trudge along
(ii) Point-blank
(iii) In the doldrums
(iv) Dole out
(v) At cross purposes
(vi) Cheek by jowl
(vii) Succinctly
(viii) Hilarious
(ix) Detract from
(x) Plain-sailing
4. Bring out in about 200 words in the achievements of a great scientist or
writer of the twentieth century.
OR
Write a letter to the editor of a newspaper commenting on the
achievements of a political hero of the modern times.
5. Briefly discuss the role that Pakistan is playing vis-a-vis the Third World
today.
OR
Write about 200-300 words on the value of sports and games in an
educational system, with particular reference to Pakistan.
7. YEAR 1977
1. Write a precis of the following passage.
Those who regard the decay of civilization as something quite normal
and natural console themselves with the thought that it is not civilization,
but a civilization, which is falling a prey to dissolution, that there will be a
new age and a new race in which there will blossom a new civilization. But
that is a mistake. The earth no longer has in reverse, as it had once, gifted
people as yet unused, who can relieve us and take our place in some
distant future as the leader of our spiritual life. We already know all those
that the earth has to dispose of. There is not one among them which is not
already taking such a part in our civilization that its spiritual fate is
determined by our own. All of them, the gifted and the un-gifted, the
distant and the near, have felt the influence of those forces of barbarism
which are yet working among us. All of them are, like ourselves, diseased,
and only as we recover can they recover.
It is not the civilization of a race, but that of mankind, present and
future alike, that we must give up as lost, if belief in the rebirth of our
civilization is a vain thing. But it need not to be so given up. If the ethical is
the essential element in civilization, decadence changes into renaissance
as soon as ethical activities are set to work again in our convictions and in
the
ideas which we undertake to stamp upon reality. The attempt to bring this
about is well worth making, and it should be world-wide. It is true that the
difficulties that have to be reckoned with in this undertaking are so great
that only the strongest faith in the power of the ethical spirit will let us
venture on it.
Again the renewal of civilization is hindered by the fact that it is so
exclusively the individual personality which must be looked to as the agent
in the new movement.
The renewal of civilization has nothing to do with movements which
bear the characters of the experiences of the crowd, these are never
anything but reactions to external happenings. But civilization can only
revive when there shall come into being in a number of individuals a new
tone of mind independent of the one prevalent among the crowd and in
opposition to it, a tone of mind which will gradually win influence over the
collective one, and in the end determine its character. It is only an ethical
movement which can rescue us from the slough of barbarism, and the
ethical comes into existence on in individuals.
The final decision as to what the future of a society shall be depends
not on how near its organization is to perfection, but on the degrees of
worthiness in its individual members. The most important, and yet the
least easily determinable, element in history is the series of unobtrusive
general changes which take place in the individual dispositions, and that is
why it is so difficult to understand thoroughly the men and events of past
times. The character and worth of individuals among the mass and the
way they work themselves into membership of the whole body, receiving
influences from it and giving others back, we can even today only partially
and uncertainly understand.
One thing, however, is clear. Were the collective body works more
strongly on the individual than the latter does upon it, the result is
deterioration because the noble elements on which everything depends,
namely the spiritual and moral worthiness of the individual is thereby
necessarily constricted and hampered. Decay of the spiritual and moral life
then sets in which renders society incapable of understanding and solving
the problems which it has to face. Therefore, sooner or later, it is the duty
of individuals to a higher conception of their capabilities and undertake
the function which only the individual can perform, that of producing new
spiritual-ethical ideas. If this does not come about many times over
nothing can save us.
2.(a) Read the following poem carefully and paraphrase it in modern
English prose.
(b) Write a brief criticism of the
poem. Mortality, behold and fear,
What a change of flesh is
here! Think how many royal
bones
Sleep within these heaps of stones,
Here they lie, had realms and
lands,
Who now want strength to stir their
hands. Where from their pulpits scal'd
with dust They preach, 'In greatness is not
trust'.
Here's an acre sown indeed
With the richest royalist seed
That the earth did e'er suck in.
Since the first-man died for
sin,
Here the bones of birth have cried
'Though gods they were, as men they
died!' Here are sands; ignoble things,
Dropt from the ruin'd sides of
Kings: Here's the world of pomp
and state Buried in dust, once dead
3. (a) Use any FIVE of the following pair of words in sentences to bring out
by fate.
clearly their difference in meaning.
(i) Altar, Alter
(ii) Apposite, Opposite
(iii) Bear, Bare
(iv) Complacent, Complaisant
(v) Confident, Confidant
(vi) Disease, Decease
(vii) Gate, Gait
(viii) Judicial, Judicious
(ix) Ingenious, Ingenuous
(x) Yoke, Yolk
(b) Use any FIVE of the following expressions in your own sentences to
illustrate their meaning,
(i) To bear the brunt of
(ii) To call a spade a spade
(iii) To fight shy of
(iv) To cry over the spilt milk
(v) To burn the candle at both ends
(vi) To rob peter to pay paul
(vii) To take the bull by the horns
(viii) Playing to the gallery
(ix) Holding out the olive branch
(x) To make out
4. Write a letter to your local newspaper, explaining of some local
nuisance and making some positive recommendations.
OR
Write a description of about 200 words of a rural or urban scene with
which you are familiar.
5. Briefly discuss "The Role of the University in Economic Development".
OR
Discuss in about 250 words ONE of the following topics:
(a) How Free is Press?
(b) The Lure of Fashion
8. YEAR 1978
1. Make a precis of the following passage and suggest a suitable title.
"I was a firm believer is democracy, whereas he (D.H. Lawrence) had
developed the whole philosophy of Fascism before the politicians had
thought of it. 'I don't believe", he wrote, "in democratic control. I think the
working man is fit to elect governors or overseers for his immediate
circumstances, but for no more. You must utterly revise the electorate.
The working man shall elect superiors for the things that concern him
immediately, no more. From the other classes, as they rise, shall be
elected the higher governors. The thing must culminate in one real head,
as every organic thing must -- no foolish republics with no foolish
presidents, but an elected king, something like Julius Caesar." He, of
course, in his imagination, supposed that when a dictatorship was
established he would be the Julius Caesar. This was the part of the dream-
like quality of all his thinking. He never let himself bump into reality. He
would go into long tirades about how one must proclaim "the truth" to the
multitude, and he seemed to have no doubt that multitude would
listen. Would he put his political philosophy into a book? No in our
corrupt society the written word is
always a lie. Would he go in Hyde Park and proclaim "the truth" from a
soap box? No: that would be far too dangerous (odd streaks of prudence
emerged in him from time to time). Well, I said, what would you do? At
this point he would change the subject.
Gradually I discovered that he had no real wish to make the world
better, but only to indulge in eloquent Soliloquy about how bad it was. If
anybody heard the soliloquies so much the better, but they were designed
at most to produce a little faithful band of disciplines who could sit in the
deserts of New Mexico and feel holy. All this was conveyed to me in the
language of a Fascist dictator as what I must preach, the "must" having
thirteen under- linings
(Lord Russell)
2. "I will arise and go now, and go to Innisfree,
And a small cabin built there, of clay and wattles made;
Nine beam rows will I have there, a hive of the honey
bee, And live alone in bee loud glade.
And I shall have some peace there, for peace comes dropping
slow. Dropping from the veils of the morning to where the
crickets sing; There midnight's all a glimmer, and noon a purple
glow,
And evening full of the linnet's wings.
I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements
gray. I hear it in the deep heart's core."
(i) Using about 50 words, bring out the reason why the poet wants to go
Innisfree and what he intends to do there.
(ii) Critically comment on the main idea and language of the poem.
3. (a) Use FIVE of the following pair of words in your own sentences so as to
bring out their meaning:
(i) Affection, Affectation
(ii) Urban, Urbane
(iii) Official, Officious
(iv) Beside, Besides
(v) Casual, Causal
(vi) Pour, Pore
(vii) Humiliation, Humility
(viii) Wreck, Wreak
(ix) Bare, Bear
(x) Temporal, Temporary
(b) Use the following expressions and idioms in your own sentences so as to
bring out their meaning:
(i) The acid test
(ii) A bad hat
(iii) In a blue funk
(iv) Set one's cap
(v) Down at heel
(vi) To die in harness
(vii) Dead as doornail
(viii) To raise coin
(ix) To strike one's colours
(x) To carry the day
words
4. Write
illustrating
a short story
the moral,
of about 200
"A fool may learn a wise man wit."
OR
Write a letter to a foreign friend giving him a few reasons why Muslims
demanded Pakistan.
5. Discuss the statement that the vacuum of values which we are
experiencing today has come about because those who should have
surrendered without a struggle.
OR
Write a note on the deteriorating standards of education in our country.
Suggest some remedies.
.
9. YEAR 1979
1. Write a precis of the following passage and assign a suitable heading to
it.
Probably the only protection for contemporary man is to discover how
to use his intelligence in the service of love and kindness. The training of
human intelligence must include the simultaneous development of the
emphatic capacity. Only in this way can intelligence be made an
instrument of social morality and responsibility -- and thereby increase the
chances of survival.
The need to produce human beings with trained morally sensitive
intelligence is essentially a challenge to educators and educational
institutions. Traditionally, the realm of social morality was left to religion
and the churches as guardians or custodians. But their failure to fulfill this
responsibility and their yielding to the seductive lures of the men of
wealth and pomp and power and documented by the history of the
last two thousand years and have now resulted in the irrelevant "God is
Dead"theological rhetoric. The more pragmatic men of power have had no
time or inclination to deal with the fundamental problems of social
morality. For them simplistic Machiavellianism must remain the guiding
principle of their decisions -- power is morality, morality is power. This
over simplification increases the chances of nuclear devastation. We must
therefore, hope that educators and educational institutions have the
capacity, the commitment and the time to instill moral sensitivity as an
integral part of the complex pattern of functional human intelligence.
Some way must be found in the training of human beings to give them the
assurance to love, the security to be kind, and the integrity required for a
functional empathy.
2. Paraphrase the following poem and critically examine its theme.
The quality of mercy is not strained:
It droppeth as the gentle rain from the
Heaven Upon the place beneath; it is twice
blest;
It blesseth him that gives and him that
takes; 'Tis mightiest in the mightiest; it
becomes The throned monarch better than
his crown;
His sceptre shows the force of temporal
power, The attribute to awe and majesty,
Wherein doth sit the dread and fear of
Kings; But mercy is above the sceptred
sway;
It is enthroned in the hearts of
kings, It is an attribute to God
Himself;
And earthly power doth then show likest
God's When mercy seasons justice.
3. (a) Use any FIVE of the following pair of words in your own sentences so
as to bring out their meanings.
(i) Cession, Session
(ii) Canon, Cannon
(iii) Barbarism, Barbarity
(iv) Artist, Artisan
(v) Antic, Antique
(vi) Illusion, Allusion
(vii) Aspire, Expire
(viii) Collision, Collusion
(ix) Counsel, Council
(x) Expedient, Expeditious
(b) Use any FIVE of the following expressions and idioms in your own
sentences so as to bring out their meanings.
(i) Take down at peg
(ii) To monkey with
(iii) In hot water
(iv) Petticoat Government
(v) To pull oneself together
(vi) To rise from the ranks
(vii) To rub shoulders
4. Would your rather have the kind of society where students were so
indifferent that they lacked interest in politics or the society in which they
show independence to differ with the administration?
OR
Life is a tragedy to those who feel and comedy to those who think.
Comment.
5. In reviving stale philosophies of the East and romanticizing it's past, the
West is helping to perpetuate Eastern backwardness. Comment on this
statement.
OR
"I am his Majesty's dog at Kew; (Alexander Pope)
Pray tell me; whose dog are you?"
Comment on the psychological implications of this query.
10. YEAR 1980

1.
theSummarize
main arguments
the following
and passage, tracing
reducing it about one-third of its present length.
The attention we give to terrorism often seems disproportionate to its
real importance. Terrorism incidents make superb copy for journalists, but
kill and maim fewer people than road accidents. Nor is terrorism politically
effective. Empires rise and fall according to the real determinants of
politics
-- namely overwhelming force or strong popular support -- not according
to a bit of mayhem caused by isolated fanatics whom one would take
seriously enough to vote for it. Indeed, the very variety of incidents that
might be described as "terrorism" has been such as to lead critics to
suggest that no single subject for investigation exists at all. Might we not
regard terrorism as a kind of minor blotch on the skin of an industrial
civilization whose very heart is filled with violent dreams and aspirations.
Who would call in the dermatologist when the heart itself is sick.
But popular opinion takes terrorism very seriously indeed and popular
opinion is probably right. For the significance of terrorism lies not only in
the grotesque nastiness of terroristic outrages but also in the moral claims
they imply. Terrorism is the most dramatic exemplification of the moral
fault of blind willfulness. Terrorism is a solipsistic denial of the obligation
of self-control we all must recognize when we live in civilized communities.
Certainly the sovereign high road to misunderstanding terrorism is the
pseudo-scientific project of attempting do discover its causes. Terrorists
themselves talk of the frustrations which have supposedly necessitated
their actions but to transform these facile justifications into scientific
hypotheses is to succumb to the terrorists own fantasies. To kill and main
people is a choice people make, and glib invocations of necessity are
baseless. Other people living in the same situation see no such necessity at
all. Hence there are no "causes" of terrorism; only decision to terrorize. It
is a moral phenomenon and only a moral discussion can be adequate to it.
2. "Had he and I but
met By some old
ancient inn,
We should have sat us down to
wet Right many a napperkin!
"But ranged as infantry,

And staring face to
face, I shot him as he at
me
And killed him as his place.
"I shot him dead because
-- Because he was my foe,
Just so: my foe of course he
was; That's clear enough;
although.
"He thought he'd list,

perhaps Off-hand like just as I
--
Was out of work had sold his
traps No other reason why
"Yes, quaint and curious was

is! You shoot a fellow down
You'd treat if met where any bar
is, Or help to half-a-crown.
(i) What thought troubles the speaker? What is his reflected opinion about
his deed in wartime? Why did he feel differently during the war?
(ii) Do you think that the poem expresses an idea common to soldiers in all
wars? What is that idea?
3. (a) Write brief definitions of the following ten words.
(i) Munificent
(ii) Rapacious
(iii) Jeopardize
(iv) Fatuous
(v) Edify
(vi) Esoteric
(vii) Impasse
(viii) Incongruous
(ix) Docile
(x) Repercussions
(b) Bring out the meaning of any FIVE of the following in appropriate
sentences.
(i) Pocket the affront
(ii) Thin end of the wedge
(iii) Flash in the pan
(iv) To keep at a respectful distance
(v) At one's beck and call
(vi) Go against the grain
(vii) Bring grist to the mill
(viii) Upset the apple cart
(ix) Hoist on one's own petard
(x) Live on the fat of the land
4. (a) Below are FIVE sentences each containing a common grammatical
error. Make the necessary corrections.
(i) There was a very different atmosphere in the town this morning than
there was yesterday.
(ii) Every one must decide for themselves what to do about it.
(iii) I should't be surprised if he doesn't turn up tomorrow.
(iv) Neither Farooq or Akbar are going to the wedding lunch on Saturday.
(v) I compared his essay to Mushtaq's and found them to be almost
identical.
(b) Correct the spelling of the following TEN words.
(i) Occurrance
(ii) Ecstacy
(iii) Drunkeness
(iv) Irrisistible
(v) Supercede
(vi) Embarrasing
(vii) Disoppoint
(viii) accasional
(ix) Indespensible
(x) Persevarance
5. Write a brief essay on ONE of the following.
(a) "A great part of the mischief of the world arise from words"
(b) Democracy and Human Dignity
(c) The Third World
(d) Freedom of Speech
(e) "The most important thing is not to find, but to add to ourselves what
we find."
OR
Write a short speech for a symposium on the Dilemma of Yourth.
11. YEAR 1981

1. Write a precis of the following passage and suggest a suitable title.
An important part of management is the making of rules. As a means of
regulating the functioning of an organization so that most routine matters
are resolved without referring each issue to the manager they are an
essential contribution to efficiency. The mere presence of carefully
considered rules has the double-edged advantage of enabling workers to
know how far they can go, what is expected of them and what channels of
action to adopt on the one side, and on the other, of preventing the
management from behaving in a capricious manner. The body of rules
fixed by the company for itself acts as its constitution, which is binding
both on employees and employers, however, it must be remembered that
rules are made for people, not people for rules. If conditions and needs
change rules ought to change with them. Nothing is sadder than the
mindless application of rules which are outdated and irrelevant. An
organization suffers from mediocrity if it is too rule-bound. People working
in will do the minimum possible. It is called "working to rule" or just doing
enough to ensure that rules are not broken. But this really represents the
lowest level of the employer/employee relationship and an organization
afflicted by this is in an unhappy condition indeed. Another important
point in rule-making is to ensure that they are rules which can be followed.
Some rules are so absurd that although everyone pays lip-service to
them, no one really bothers to follow them. Often the management
knows this but can do thing about it. The danger of this is, if a level of
disrespect for one rule is created this might lead to an attitude of
disrespect for all rules. One should take it for granted that nobody likes
rules, nobody wants to be restricted by them. Rules which cannot be
followed are not only pointless, they are actually
damaging the structure of the organization.
2. Critically examine the following passage.
Some societies have experimented with eliminating the middleman.
Prices can certainly be controlled better if the government acts as the
middleman, because, after all, goods have to be lifted and transported to
the other parts of the country. But governments are not usually very
efficient or quick in these matters. Nor are they economical -- a lot of file-
and-paperwork involving a lot of people adds up to a lot of indirect
expense. Although in theory it ought to be possible to reduce prices by
eliminating the middleman, in practice is seems to be an essential evil.
Business can be left to find its own level in accordance with the so-
called 'laws' of supply and demand. By and large, Pakistan is what is called
a 'sellers' market because essential goods are usually in short supply or are
inclined to fall below the needs of an overgrowing population. Market
manipulation in such a situation is easy and unfortunately fairly common.
Goods usually disappear at about the time they are needed most, leading
to price spirals and malpractices. Price control under such circumstances
becomes a little unrealistic unless a huge department can be set up with
vigilance terms and inspectors empowered to raid shops and warehouses.
The efforts to control a seller's market is so great and the costs so high
that in fact not a great deal of control can be exercised. And alternative
method is to encourage the growth of buyer's market in which the
customer has a choice between many competing products. Competition
automatically forces good quality and low prices on the goods. This is at
present only possible in the high production areas of the world. But
competition leads to malpractices of a different kind. Survival for a
business often depends upon the destruction of competing business and
big companies have a natural advantage over small ones. An obsessive
drive to 'sell' is generated in such a system. Huge sums are spent on
advertising, the costs of which are transferred to the buyer. People are
tricked and badgered into buying things they do not really need.
3. (a) Use any FIVE of the following pair of words in your own sentences as
to bring out their meanings.
(i) Canvas, Canvass
(ii) Cast, Caste
(iii) Appraise, Apprise
(iv) Allusion, Illusion
(v) Continual, Continuous
(vi) Berth, Birth
(vii) Apposite, Opposite
(viii) Artist, Artiste
(b) Use any FIVE of the following expression in sentences so as to bring out
their meanings.
(i) To have your cake and eat it too
(ii) Between the devil and the deep blue sea
(iii) To be in hot water
(iv) To be on the carpet
(v) It never rains but it pours
(vi) A miss is as good as a mile
(vii) To give oneself airs
(viii) To have the courage of one's convictions
(ix) The onlooker sees most of the game
(x) Out of sight out of mind
4. Write a paragraph on any one of the following topics.
(a) The authoritarian society
(b) Civilized dissent is necessary for social progress
(c) Life is a tragedy for those who feel and a comedy for those who think
(d) Eventually all human action must be judged by its moral content
(e) Those who can, do, those who can't teach
5. Write a paragraph on ONE of the following topics.
(a) What we call progress is largely delusory
(b) Speak no evil, hear no evil, see no evil
(c) Render unto Caesar that which is Caesar's and unto God that which is
God's
(d) A man's personality, morality, intellect and attitudes are all the product
of his bodily chemistry.
(e) All the world's a stage
12. YEAR 1982

1. Write a precis of the following passage in about 100 words and suggest
a title.
Objectives pursued by, organisations should be directed to the
satisfaction of demands resulting from the wants of mankind. Therefore,
the determination of appropriate objectives for organised activity must be
preceded by an effort to determine precisely what their wants are.
Industrial organisations conduct market studies to learn what consumers
goods should be produced. City Commissions make surveys to ascertain
what civic projects would be of most benefit. Highway Commissions
conduct traffic counts to learn what constructive programmes should be
undertaken. Organisations come into being as a means for creating and
exchanging utility. Their success is dependent upon the appropriateness of
the series of acts contributed to the system. The majority of these acts is
purposeful, that is, they are directed to the accomplishment of some
objective. These acts are physical in nature and find purposeful
employment in the alteration of the physical environment. As a result
utility is created, which through the process of distribution, makes it
possible for the cooperative system to endure. Before the Industrial
Revolution most cooperative activity was accomplished in small owner-
managed enterprises. usually with a single decision maker and simple
organisational objectives. Increased technology and the growth of
industrial organisations made necessary the establishment of a hierarchy
of objectives. This, in turn, required a division of the management,
function until today a hierarchy of decision maker exists in most
organisations. The effective pursuit of appropriate objectives contributes
directly the organisational efficiency. As used here, efficiency is a measure
of the want satisfying power of the cooperative system as a whole. Thus
efficiency is the summation of utilities received from the organisation
divided by the utilities given to the organisation, as subjectively evaluated
by each contributor. The function of the management process is the
delineation of organisational objectives and the coordination of activity
towards the accomplishment of these objectives. The system of
coordinated activities must be maintained so that each contributor,
including the manager, gains more than he contributes.
2. Read the following passage and answer the questions that follow.
After a situation has been carefully analysed and the possible outcomes
have been evaluated as accurately as possible, a decision can be made.
This decision may include the alternative of not making a decision on the
alternatives presented. After all the data that can be brought to bear on a
situation has been considered, some areas of uncertainty my be expected
to remain. If a decision is to be made, these areas of uncertainty must be
bridged by the consideration and evaluation of intangibles. Some call the
type of evaluation involved in the consideration of intangibles, intuition,
others call it hunch on judgement, whatever it be called, it is inescapable
that this type of thinking must always be the final part in arriving at a
decision about the future. There is no other way if action is to be taken.
There appears to be a marked difference in people's abilities to come to
sound conclusions, when some facts relative to a situation are missing,
those who possess sound judgement, are richly rewarded. But as effective
as an intuition, hunch on judgment may some times be, this type of
thinking should be reserved for those areas where facts on which to base a
decision, are missing.
QUESTIONS
(a) How is it possible to come to a sound decision when facts are missing?
(b) What part in your opinion does decision making play in the efficient
functioning of an organisation?
OR
Bring out the implication of the following
observation. Traveler, there is no path: paths are
made by walking
3. Make sentences to illustrate the meaning of any FIVE of the following.
(i) To come to a dead end
(ii) To turn a deafer
(iii) Every dark cloud has a silver lining
(iv) Blowing hot and cold together
(v) To let the cat out of the bag
(vi) To put the cart before the horse
(vii) To sail in the same boat
(viii) A Swan Song
4. Use any FIVE of the following pair of words in your own sentences to
bring out their meanings.
(i) Mitigate, Alleviate
(ii) Persecute, Prosecute
(iii) Popular, Populace
(iv) Compliment, Complement
(v) Excite, Incite
(vi) Voracity, Veracity
(vii) Virtual, Virtuous
(viii) Exceptional, Exceptionable
5. Write a paragraph of at least 100 words on any ONE of the following
topics.
(a) All that glitters is not gold
(b) Eternal vigilance is the price of liberty
(c) Problems of developing countries
(d) There is no short cut to success
(e) To err is human, to forgive is divine
13. YEAR 1983

Rural development lies at the heart of any meaningful development
strategy. This is the only mechanism to carry the message to the majority
of the people and to obtain their involvement in measures designed to
improve productivity levels. Rural population exceeds 70 percent of the
total population of the country, despite a rapid rate of urbanization.
Average rural income is 34 percent less than per capita urban income. A
large part of under employment is still concealed in various rural activities
particularly in the less developed parts of the country. For centuries, the
true magnitude of poverty has been concealed from view by pushing a
large part of it to the rural areas. This set in motion a self-perpetuating
mechanism. The more enterprising and talented in the rural society
migrated to the cities in search of dreams which were seldom realized.
Such migrants added to urban squalor. The relatively more prosperous in
the rural society opted for urban residence for different reasons. The rural
society itself has in this way systematically been denuded of its more
enterprising elements, as rural areas developed the character of a huge
and sprawling slum. Development in the past has touched rural scene
mainly via agricultural development programmes. These are essential and
would have to be intensified. Much more important is a large scale
expansion of physical and social infrastructure on the village scene. These
included rural roads, rural water supply and village electrification as a part
of the change in the physical environment and primary education and
primary health care as the agents of social change. The task is to provide
modern amenities as an aid for bringing into motion the internal dynamics
of the rural society on a path leading to increase in productivity and self-
help, changing the overall surrounding, while preserving coherence,
integrated structure and the rich cultural heritage of the rural society.
2. Read the following passage carefully and answer any TWO of the
questions that follow in your own words.
"The third great defect of our civilization is that it does not know what
to do with its knowledge. Science has given us powers fit for the gods, yet
we use them like small children. For example, we do not know how to
manage our machines. Machines were made to be man's servants, yet he
has grown so dependent on them that they arc in a fair way to become his
masters. Already most men spend most of their lives looking after and
waiting upon machines. And the machines are very stern masters. They
must be fed with coal, and given petrol to drink, and oil to wash with and
they must be kept at the right temperature. And if they do not get their
meals when they expect them, they grow sulky and refuse to work, or
burst with rage, and blow up and spread ruin and destruction all round
them. So we have to wait upon them very attentively and do all that we
can to keep them in a good temper. Already we find it difficult either to
work or play without the machines, and a time may come when they will
rule us altogether, just as we rule the animals. And this brings me to the
point at which I asked "What do we do with all time which the machines
have saved for us, and the new energy they have given us?" On the whole,
it must be admitted, we do very little. For the most part we use our time
and energy to make more and better machines, but more and better
machines will only give us still more time and still more energy and what
are we to do with them? The answer, I think, is that we should try to
become more civilized. For the machines themselves, and the power
which the machines have given us, are not civilization but aids to
civilization. But you will remember that we agreed at the beginning the
being civilized meant making and liking beautiful things, thinking freely,
and living rightly and maintaining justice equally between man and man.
Man has a better chance today to do these things than he ever had before,
he has more time, more energy, less to fear and less to fight against. If he
will give his time and energy which his machines have won for him to
make making more beautiful things, to finding out more and more about
the universe to removing the causes of quarrels between nations, do
discovering how to prevent poverty, then I think out civilization would
undoubtedly be the greatest, as it would be the most lasting that there has
ever been."
(a) What is your concept of "Civilization"? Do you agree with the author's
views on the subject?
(b) Science has given us powers fit for the gods. Is it a curse or blessing?
(c) The use of machines has brought us more leisure and energy. Are we
utilizing it to improve the quality of human life?
(d) Instead of making machines our servants, the author says, they have
become our masters. In what sense has this come about?
3. Expand the idea contained in one of the following.
(i) Give every man thy ear but few they voice
(ii) If winter comes, can spring be far behind
(iii) To err is human, to refrain from laughing, humane
(iv) Houses are built to live in and not to look on.
(v) Full many a flower is born to blush unseen. And waster its sweetness
on the desert air.
(vi) What is this life, if full of care / We have no time to stand and stare
(vii) A Yawn is a Silent Shout.
4. Use any FIVE of the following pair of words in your own sentences so as
(i) Allusion, Illusion
(ii) Ardour, Order
(iii) Conquer, Concur
(iv) Cite, Site
(v) Addict, Edict
(vi) Proceed, Precede
(vii) Right, Rite
(viii) Weather, Whether
5. Fill in the blanks.
(i) Much about nothing.
(ii) is the last refuge of the Scoundrel.
(iii) To put the before the .
(iv) of the same flock together.
(v) A in time saves .
(vi) dogs seldom .
(vii) Sweets are the uses of .
(viii) Eternal is the price of .
(ix) A child the fire.
(x) One man's is another man's .
you
6. Check
believe
andis write
nearestthetoword
the or phrase
meaning of any TEN of the following words.
(i) Moratorium: (large tomb, waiting period, security for debt, funeral
house)
(ii) Prolific: (skillful, fruitful, wordy, spread out)
(iii) Bi-Partisan: (narrow minded, progressive, representing two parties,
divided)
(iv) Unequivocal: (careless, unmistakable, variable, incomparable)
(v) Covenant: (prayer, debate, garden, agreement)
(vi) Tentative: (expedient, nominal, provisional, sensitive)
(vii) Demographic: (relating the study of: government, demons,
communications, population)
(viii) Sonar Apparatus to (detect something in the air, locate objects under
water, measure rain, anticipate earthquake)
(ix) Progeny: (a genius, offspring, ancestors, growth)
(x) Empirical: (relay on theory, based on experience, having vision of
power, disdainful)
(xi) Polarize: (chill, to separate into opposing extremes, slant, cause to be
freely movable)
(xii) Apolitical: (conservative, rude, non-political, radical)
(xiii) Plenary: (timely, combined, florid, full)
(xiv) Entourage: (decorators, tourist, attendant, adversaries)
(xv) Diagnosis: (identification of an illness, prophecy, plan, likeness)
(xvi) Nucleus: (core, outer part, inedible nut, quality)
14. YEAR 1984

It is no doubt true that we cannot go through life without sorrow. There
can be no sunshine without shade. We must not complain that roses have
thorns, but rather be grateful that thorns bear flowers. Our existence here
is so complex that we must expect much sorrow and much suffering. Many
people distress and torment themselves about the mystery of existence.
But although a good man may at times be angry with the world, it is
certain that no man was ever discontented with the world who did his
duty in it. The world is a looking-glass, if you smile, it smiles, if you frown,
it frowns back. If you look at it through a red glass, all seems red and rosy:
if through a blue, all blue, if through a smoked one, all dull and dingy.
Always try then to look at the bright side of things, almost everything in
the world has a bright side. There are some persons whose smile, the
sound of whose voice, whose every presence seems like a ray of sunshine
and brightens a whole room. Greet everybody with a bright smile, kind
words and a pleasant welcome. It is not enough to love those who are
near and dear to us. We must show that we do so. While, however, we
should be grateful, and enjoy to the full the innumerable blessings of life,
we cannot expect to have no sorrows or anxieties. Life has been described
as a comedy to those who think, a tragedy to those who feel. It is indeed a
tragedy at times and a comedy very often, but as a rule, it is what we
choose to make it. No evil, said Socrates, can happen to a good man,
either in Life or Death.
2. Read the following passage carefully and answer any TWO questions
given at the end.
During the last few decades medicine has undoubtedly advanced by
huge strides in consequence of innumerable discoveries and inventions.
But have we actually become healthier as a result of this progress?
Admittedly, tuberculosis or cholera is today a much rare cause of death in
many countries. On the other hand, various other no less dangerous
diseases have appeared, which we term "time diseases". They include not
only certain impairments of the heart and the circulatory system, of the
skeletal structure and internal organs, but also an increased psychic
instability, the addiction to all manner of drugs etc., and states of nervous
shock and exhaustion.
According to Bodamer, "Man's hysterical and vain attempt to overtax
and do violence to his nature in order to adjust it to the technical world
leads to a dangerous threat to health." In other words, our organs can no
longer cope with the noise, the bustle and all the inevitable concomitants
of our modern civilization. A man's body is simply not a machine to be
used as he thinks fit, and as long as he likes. It is something living, a part of
the image of God in which we were created. That is why the body has a
rhythm of its own, a rhythm that can make itself heard. The most deep-
seated of all the diseases of our time is that man no longer takes God into
account, that he has lost confidence in God's dominion over the world,
that he considers the visible as the ultimate, the only, reality. But man
without God suffers from his fate because he cannot accept it from the
hand of God. He suffers from the world because he senses its disordered
state without being able to put it right. He begins to suffer from his work
because it exhausts him without satisfying him. He begins to suffer from
his fellowmen because they are not his neighbours, to whom God would
have him turn, but because he lets them get on his neighbours, to whom
God would have him turn, but because he lets them get on his nerves and
make him ill. And he suffers from himself because he finds himself out of
tune and dissatisfied
with himself. It is only because our time is no longer centered in God that
its structure is increasingly becoming what critics of our civilization call
"pathological" dominated by the fear of life as well as by the lust for life,
ending in the splitting of personality.
(a) How does the expression "time diseases" indicate that these various
ailments have something fundamental in common? Explain.
(b) Why does modern man suffer from his time? It is not because he has
not adapted his body sufficiently to the demands of the machine. It is not
rather because he has surrendered his sould to time and its powers.
(c) What cure would you suggest to combat these ills?
(d) Explain the last sentence fully.
(i) To look a gift horse in the mouth
(ii) To have an axe to grind
(iii) To wash one's dirty linen in public
(iv) To pocket and insult
(v) To take to one's heels
(vi) To win laurels
(vii) A gentleman at large
4. Examine the following word groups. Explain and use any FIVE of them in
sentences to determine where genuine differences of meaning and
function exist within the group.
(i) Table, Brand
(ii) Opinion, Judgement
(iii) Uninterested, Disinterested
(iv) Revolt, Mutiny
(v) Decay, Spoil
(vi) Adjourn, Postpone
(vii) Ignore, Neglect
(viii) Conspiracy, Plot
5. Discuss each of the following situations and determine the validity of the
direct testimony involved.
(i) A witness testifies to seeing a holdup and identifies one of the gunmen.
It is established that this witness was about two hundred yards from the
scene of the crime. Under cross-examination, the attorney for the defence
brings out the fact that the witness habitually wears glasses to correct a
severe condition of nearsightedness, but that on the day of holdup, his
glasses were broken and he had just left them to be repaired.
(b) A series of witness agrees that a particular crime was committed by a
man who is bald, walks with a slight lip, is about 5.10 tall, and wears thick
glasses. They differ on the matter of the colour of his clothing, the type of
shoes he was wearing, and the size of satchel he was carrying.
OR
Explain as clearly as you can any TWO of the following statements.
(a) The political structure of a society is always the power structure of that
society.
(b) It is better to be silent and be thought stupid than to speak and prove
it's true.
(c) The only knowledge worth having is that which is applicable to some
part of the economic life of the community.
(d) Any "labour-saving" device is the most in-human aspect of work.
15. YEAR 1985

Climate influences labour not only by enervating the labourer or by
invigorating him, but also by the effect it produces on the regularity of his
habits. Thus we find that no people living in a very northern latitude have
ever possessed that steady and unflinching industry for which the
inhabitants of temperate regions are remarkable. In the more northern
countries the severity of the weather, and, at some seasons, the deficiency
of light, render it impossible for the people to continue their usual out-of-
door employments. The result is that the working classes, being compelled
to cease from their ordinary pursuits are rendered move prone to
desultory habits, the chain of their industry is, as it were, broken, and they
lose that impetus which long-continued and uninterrupted practice never
fails to give. Hence there arises a national character more fitful and
capricious than that possessed by a people whose climate permits the
regular exercise of their ordinary industry. Indeed so powerful is this
principle that we perceive its operations even under the most opposite
circumstances. It would be difficult to conceive a greater difference in
government, laws, religion, and manners, than that which distinguishes
Sweden and Norway, on the one hand, from Spain and Portugal on the
other. But these four countries have one great point in common. In all of
them continued agricultural industry is impracticable. In the two Southern
countries labour is interrupted by the dryness of the weather and by the
consequent state of the soil. In the northern countries the same effect is
produced by the severity of the winter and the shortness of the days. The
consequence is that these four nations, though so different in other
respects, are all remarkable for a certain instability and fickleness of
character.
given at the end.
Whoever starts a new diary does it, if he is wise, in secret, for if it be
known to his friends that he keeps a punctual record of his doings and
theirs, they will treat him with a reticence that may embarrass him. That is
the first rule of diary keeping, but others, such as whether the diary should
be regular, or irregular, are more disputable. It is, however, a fatal practice
to attempt regularity in amount ..., to aim, as some do, at filling a page or
two a day. It is equally futile to strive for uniformity of style or, indeed for
any style at all. The advantage of the diary form is that it exempts its users
from all ordinary rules, you may spell as you like, abbreviate, or wander
into side-tracks as and when it pleases you. Above all, you need to
preserve no sense of proportion or responsibility. A new hat may oust a
new Parliament, a new actress who amused you may, without any
complaints, sweep all the armies and potentates of Europe over your
margin into nothingness and oblivion. Nobody's feelings have to be
considered, no sense of critical audience need force gaiety from a mood of
sadness or cast a shadow on the spirits of Puck. Why, then does not
everyone keep a diary if it is so full of delights of freedom and
omnipotence? Perhaps it is because we like to have an audience for what
we say, and grow a little tired of entertaining our great grand children.
Some aver that all diarists are vain; but it would appear, on the contrary, if
they keep their secret and let none pry into their locked drawer, that they
have an irrefutable claim to modesty. It is possible, of course, that they
may be puffing themselves up before the mirror of posterity, but that is
such a remote and pardonable conceit -- particularly, if we remember that
posterity is far more likely to mock than to admire that nobody who turns
over the blank pages of this year and wonders what other fingers will turn
them some day need to be ashamed of his diarist's dream.
(a) What are your impressions about diary-keeping? Write a short
paragraph of about 100 words.
(b) State in your own words why the writer thinks that a diary should be
kept in secret.
(c) Explain the underlined portions.
3. Use any FIVE of the following pair of words in your own sentences so as
to bring out the difference in meaning clearly.
(i) Eminent, Imminent
(ii) Deference, Difference
(iii) Eligible, Illegible
(iv) Judicial, Judicious
(v) President, Precedent
(vi) Superficial, Superflous
(vii) Immigrant, Emigrant
(viii) Rightful, Righteous
(ix) Contemptible, Contemptuous
(x) Ingenious, Ingenuous
(i) By and by
(ii) The lion's share
(iii) In black and white
(iv) To bring to book
(v) To read between the lines
(vi) To stick to one's guns
(vii) To be under a cloud
(viii) By fits and starts
5. Use any FIVE of the following phrases in your own sentences so as to
make their meaning clear.
(i) Ab initio
(ii) Boa fides
(iii) En bloc
(iv) Ex paste
(v) Sine die
(vi) Status quo
(vii) Ad valorum
(viii) Alter ego
6. Expand the idea contained in any ONE of the following in a passage of
about 150 words.
(a) Men are not hanged for stealing horses but that horses may not be
stolen
(b) Three may keep a secret if two are dead.
(c) All philosophy is in two words, sustain or abstain.
16. YEAR 1986

1. Write a precis of the following passage, suggesting a suitable title.
One of the fundamental facts about words is that the most useful ones
in our language have many meanings. That is partly whey they are so
useful: they work overtime. Think of all the various things we mean by the
word "foot" on different occasion: one of the lower extremities of the
human body, a measure of verse, the ground about a tree, twelve inches,
the floor in front of the stairs. The same is true of nearly every common
noun or verb ... considering the number of ways of taking a particular
word, the task of speaking clearly and being understood would seem
pretty hopeless if it were not for another very important fact about
language. Though a word may have many senses, these senses can be
controlled, up to a point, by the context in which the word is used. When
we find the word in a particular verbal setting - we can usually decide quite
definitely which of the many senses of the word relevant. If a poet says his
verse has feet, it doesn't occur to you that he could mean it's a yard long
or is three legged (unless perhaps you are a critic planning to puncture the
poet with a
pun about his "lumping verse"). The context rules out these maverick
senses quite decisively.
given at the end in about 70 words each.
Biofeedback is a process that allows people with stress-related illness
such as high blood pressure to monitor and improve their health by
learning to relax. In biofeedback, devices that monitor skin temperature
are attached to a patient's arm, leg, or forehead. Then the person tries to
relax. As he or she relaxes completely, the temperature of the area under
the devices rises because more blood reaches the area. When a machine
that is attached to the devices detects the rise in temperature a buzzer
sounds, or the reading on a dial changes. As long as the patient is relaxed,
the buzzer or dial gives encouragement.
The next part of the biofeedback process is learning how to relax
without the monitoring devices. The patient recalls how he or she felt
when the buzzer or dial indicated relaxation and then tries to imitate that
feeling without having to check the biofeedback machine. After succeeding
in doing so, the patient tries to maintain the relaxed feeling throughout
the day. Stress may cause as much as 75 percent of all illness, therefore,
biofeedback promises to bean outstanding medical tool.
(a) What is biofeedback? Describe in you own way.
(b) Can learning to relax improve health? Explain you view point.
(c) Why is biofeedback considered to be an instrument with great
potential for the treatment of stress-related illness?
3. Use any FIVE of the following pairs of words in your own sentences to
differentiate them in their meanings and functions.
(i) Complement, Compliment
(ii) Outbreak, Breakout
(iii) Facilitate, Felicitate
(iv) Precede, Proceed
(v) Layout, Outlay
(vi) Cease, Sieze
(vii) Career, Carrier
(viii) Acculturate, Acclimatize
4. Transform any FIVE of the following sentences into Direct/Indirect Form
as the case may be.
(i) He said, "Don't open the door."
(ii) He offered to bring me some tea.
(iii) He said, "Thank you!"
(iv) He said, "Can you swim?" and I said, "No".
(v) He told Aslam to get his coat.
(vi) "If I were you, I would wait", I said.
(vii) He ordered the peon to lock the door.
(viii) He warned me not to leave my car unlocked as there had been lot of
stealing from cars.
5. Describe the meaning of any FIVE of the following foreign phrases.
(i) Prima facie
(ii) Ex post facto
(iii) Fait accompli
(iv) Vis-a-vis
(v) Modus operandi
(vi) Aide memoire
(vii) Laissez faire
(viii) Au revoir
6. Explain briefly any THREE in your own words to illustrate the central
idea contained therein in about 50 words each.
(a) Give every man thy ear but few thy voice
(b) To rob Peter to pay Paul
(c) The child is father of the man.
(d) Art lies in concealing art
(e) Life without a philosophy is like a ship without rudder.
17. YEAR 1987

The incomparable gift of brain, with its truly amazing powers of
abstraction, has rendered obsolete the slow and sometimes clumsy
mechanisms utilized by evolution so far. Thanks to the brain alone, man, in
the course of three generations only, has conquered the realm of air, while
it took hundreds of thousands of years for animals to achieve the same
result through the process of evolution. Thanks to the brain alone, the
range of our sensory organs has been increased a million fold, far beyond
the wildest dreams, we have brought the moon within thirty miles of us,
we see the infinitely small and see the infinitely remote, we hear the
inaudible, we have dwarfed distance and killed physical time. We have
succeeded in understanding them thoroughly. We have put to shame the
tedious and time consuming methods of trial and error used by Nature,
because Nature has finally succeeded in producing its masterpieces in the
shape of the human brain. But the great laws of evolution are still active,
even though adaptation has lost its importance as far as we are
concerned. We are now responsible for the progress of evolution. We are
free to destroy ourselves if we misunderstand the meaning and the
purpose of our victories. And we are free to forge ahead, to prolong
evolution, to cooperate with God if we perceive the meaning of it all, if we
realize that it can only be achieved through a whole-hearted effort toward
moral and spiritual development. Our freedom, of which we may be justly
proud, affords us the proof that we represent the spearhead of evolution:
but it is up to us to demonstrate, by the way in which we use it, whether
we are ready yet to assume the tremendous responsibility which has
befallen us almost suddenly.
2. Read the following passage carefully and answer the questions given at
the end.
There is a sense in which the aim of education must be the same in all
societies. Two hundred years from now there will be no one alive in the
world who is alive today. Yet the sum total of human skill and knowledge
will probably not be less than it is today. It will almost certainly be greater.
And that this is so is due in large part to the educational process by which
we pass on to one generation what has been learned and achieved by
previous generations. The continuity and growth of society is obviously
dependent in this way upon education, both formal and informal. If each
generation had to learn for itself what had been learned by its
predecessor, no sort of intellectual or social development would be
possible and the present state of society would be little different from the
society of the old stone age. But this basic aim of education is so general
and so fundamental that it is hardly given conscious recognition as an
educational purpose. It is rather to be classed as the most important social
function of education and is a matter of interest to the sociologist rather
than to the educational theorist. Education does this job in any society and
the specific way in which it does it will vary from one society to another.
When we speak in the ordinary way about the aims of education, we are
interested rather in the specific goals set by the nature of society and the
purposes of its members. The educational system of any society is a more
or less elaborate social mechanism designed to bring about in the persons
submitted to it certain skills and attitudes that are judged to be useful and
desirable in the society.
(a) How is the continuity and growth of society dependent upon education?
(b) In what way the aims of education are related with a society and its
members
(c) What importance does the writer give to the education system of a
society.
3. Use any FIVE of the following pairs of words in your own sentences so as
to bring the difference in meaning clearly.
(i) Disclosure, Exposure
(ii) Rigorous, Vigorous
(iii) Custom, Habit
(iv) Peculiar, Particular
(v) Prescribe, Proscribe
(vi) Accident, Incident
(vii) Choice, Preference
(viii) Ascent, Assent
(ix) Emigrant, Immigrant
(x) Continuous, Continual
(i) To back out
(ii) To keep out of
(iii) Bang into
(iv) To smell a rat
(v) To burn one's fingers
(vi) Null and void
(vii) To catch up with
(viii) To stand up for
(ix) To skim through
(x) To narrow down
5.
of Complete
the following
any sentences
FIVE supplying the missing
word or phrase in each.
(i) He wandered he had lost his money.
(ii) He father knew that she disobey him.
(iii) When Ahmed saw me come he .
(iv) Don't imagine you can get away.
(v) He puts up almost anything.
(vi) I have applied a new job.
(vii) Her parents strongly object her travelling alone.
(viii) As soon as the plane had refueled .
(ix) you take this medicine, you will feel better.
(x) A car with a good engine can go .
6. Expand the idea contained in any ONE of the following in about 150
words.
(a) Learn to walk before you run
(b) Marriage is a lottery
(c) Success has many friends.
18. YEAR 1988

The touring companies had set up their stages, when playing for towns-
folk and not for the nobility in the large inn yards where the crowd could
sit or stand around the platform and the superior patrons could seat
themselves in the galleries outside the bedrooms of the inn. The London
theatres more or less reproduced this setting, though they were usually
round or oval in shape and stage was more than a mere platform, having
entrances at each side, a curtained inner stage and an upper stage or
balcony. For imaginative poetic drams this type of stage had many
advantages. There was no scenery to be changed, the dramatist could
move freely and swiftly from place to place. Having only words at his
command, he had to use his imagination and compel his audience to use
theirs. The play could move at great speed. Even with such limited
evidence as we possess, it is not hard to believe that the Elizabethan
audience, attending a poetic tragedy or comedy, found in the theatre an
imaginative experience of a richness and intensity that we cannot discover
in our drama.
2. Read the following passage and answer any TWO questions given at the
end.
Another intellectual effect of almost all teaching, except the highest
grade of university tuition, is that it encourages docility and the belief that
definite answers are known on questions which are legitimate matters of
debate. I remember an occasion when a number of us were discussing
which was the best of Shakespeare's plays. Most of us were concerned in
advancing arguments for unconventional opinions but a clever young man,
who, from the elementary schools, had lately risen to the university,
informed us, as a fact of which we were unaccountably ignorant, that
Hamlet is the best of Shakespeare's plays. After this the subject was
closed. Every clergyman in America knows why Rome fell: it was owing to
the corruption of morals depicted by Juvenal and Petronius. The fact that
morals became exemplary about two centuries before the fall of the
Western Empire is unknown or ignored. English children are taught one
view of the French Revolution. French children are taught another, neither
is true, but in each case it would be highly imprudent to disagree with the
teacher, and few feel any inclination to do so. Teachers ought to
encourage intelligent disagreement on the part of their pupils, even urging
them to read books having opinions opposed to those of the instructor. Bit
this is seldom done, with the result the much education consists in the
instilling of unfounded dogmas in place of spirit of inquiry. This results, not
necessarily from any fault in the teacher, but from the curriculum which
demands too much apparent knowledge, with a consequent need of
haste and definiteness.
(a) What is the main defect of teaching? Describe in your own words.
(b) What are the causes of the instilling of unfounded dogmas in the mind
of students?
(c) Briefly describe the main points presented by the writer of this passage.
3. Write an essay of about 200 words on any ONE of the following.
(i) Competition in Education
(ii) Science and Religion
(iii) My View of Life
4. Use any FIVE of the following idioms in your sentences.
(i) As cool as cucumber
(ii) Have your cake and eat too
(iii) In a pickle
(iv) Take a cake
(v) Sell like hot cakes
(vi) As flat as a pancake
(vii) Take something with a grain of salt
(viii) Like two peas in a pod
5. Use any FIVE of the following pairs of words in your sentences to
differentiate their meaning.
(i) Custom, Habit
(ii) Deface, Efface
(iii) Differ, Defer
(iv) Conduct, Character
(v) Considerate, Considerable
(vi) Complement, Compliment
(vii) Feet, Feat
(viii) Fair, Fare
(ix) Enviable, Envious
6. Transform any FIVE of the following sentences into Indirect Form.
(i) The boy said to his teacher, "I do not know the answer."
(ii) The beggar said, May you live long and grow rich."
(iii) "It is very hot today", cried the boys, "we cannot play."
(iv) She said, "What a fine morning it is!"
(v) She said, "I am not telling a lie."
(vi) He said, "I will come to see you tomorrow."
(vii) He said to him, "I really need your help."
(viii) She said, "Can you tell me what the time is?"
19. YEAR 1989

The greatest civilization before ours was the Greek. They, too, lived in a
dangerous world. They are a little, highly civilized people, surrounded by
barbarous tribes and always threatened by the greatest Asian power,
Persia. In the end they succumbed, but the reason they did was not that
the enemies outside were so strong, but that their spiritual strength had
given way. While they had it, they kept Greece unconquered. Basic to all
Greek achievements was freedom. The Athenians were the only free
people in the world. In the great empires of antiquity -- Egypt, Babylon,
Assyria, Persia -- splendid though they were, with riches and immense
power, freedom was unknown. The idea of it was born in Greece, and with
it Greece was able to prevail against all the manpower and wealth arrayed
against her. At Marathon and at Salamis overwhelming numbers of Persian
were defeated by small Greek forces. It was proved there that one free
man was superior to many submissively obedient subjects of a tyrant. And
Athens, where freedom was the dearest possession, was the leader in
those amazing victories. Greece rose to the very height, not because she
was big, she was very small, not because she was rich, she was very poor,
not even because she was wonderfully gifted. So doubtless were others in
the great empires of the ancient world who have gone their way leaving
little for us. She rose because there was in the Greeks the greatest spirit
that moves in humanity, the spirit that sets men free.
the end.
"Teaching more even than most other professions, has been
transformed during the last hundred years from a small, highly skilled
profession concerned with a minority of the population, to a large and
important branch of the public service. The profession has a great and
honourable tradition, extending from the dawn of history until recent
times, but any teacher in the modern world who allows himself to be
inspired by the ideals of his predecessors is likely to be made sharply
aware that ti is not his function to teach what he thinks, but to instill such
beliefs and prejudices as are thought useful by his employers. In former
days a teacher was expected to be a man of exceptional knowledge or
wisdom, to whose words men would do well to attend. In antiquity,
teachers were not an organized profession, and no control was exercised
over what they taught. It is true that they were often punished afterwards
for their subversive doctrines. Socrates was put to death and Plato is said
to have been thrown into prison, but such incidents did not interfere with
the spread of their doctrines. Any man who has the genuine impulse of
the teacher will be
more anxious to survive in his books than in the flesh. A feeling of
intellectual independence is essential to the proper fulfillment of the
teacher's functions, since it is his business to instill what he can of
knowledge and reasonableness into the process of forming public opinion.
In our more highly organized world we face a new problem. Something
called education is given to everybody, usually by the State the teacher has
thus become, in the vast majority of cases, a civil servant obliged to carry
out the behests of men who have not his learning, who have no
experience of dealing with the young, and whose only attitude towards
education is that of the propagandist".
(a) What change has occurred in the profession of teaching during the last
hundred years?
(b) What do you consider to be the basic functions of a teacher?
(c) What handicaps does a modern teacher face as compared to the
teachers in the olden days?
to bring out the difference in meaning clearly.
(i) Collision, Collusion
(ii) Verbal, Verbose
(iii) Facilitate, Felicitate
(iv) Conscious, Conscientious
(v) Wave, Waive
(vi) Wreck, Wreak
(viii) Flatter, Flutter
(ix) Deference, Difference
(x) Humility, Humiliation
(i) Account for
(ii) Carry weight
(iii) To fall back upon
(iv) To be taken aback
(v) A wild goose chase
(vi) By leaps and bounds
(vii) As cool as a cucumber
(viii) To burn midnight oil
5. Given below are a number of key-words. Select any five and indicate the
word or phrase you believe is nearest in meaning to the key word.
(i) Foible: (witty reform, petty lie, personal weakness)
(ii) Premise: (assumption, outline, commitment)
(iii) Sacrosanct: (peaceful, sacred, mundane, painful)
(iv) Calumny: (misfortune, praised, quietness, slander)
(v) Viable: (credible, questionable, workable, vital)
(vi) Decorum: (style of decoration, innocence, social conformity, modestly)
(vii) Touch stone: (goal post, worry bead, magic jewel, standard or criterion)
(viii) Sheepish (embarrassed, conforming, cowardly, unfortunate)
words.
(a) If winter comes, can spring be far behind
(b) Slow and steady wins the race
(c) Eternal vigilance is the price of liberty
(d) Man does not live by the bread alone
(e) Full many a flowers is born to blush unseen and waste its sweetness on
the desert air.
(f) Foreign Aid --- Is it a blessing or a curse?
20. YEAR 1990
Not all the rulers signed the Instrument of Accession at once. Afraid
that the Socialist Congress Party would strip him of his amusements, flying,
dancing girls and conjuring delights which he had only just begun to
indulge since he had only recently succeeded his father to the throne, the
young Maharajah of Jodhpur arranged a meeting with Jinnah. Jinnah was
aware that both Hindu majority and geographical location meant that
most of the Princely states would go to India, but he was gratified by the
thought that he might be able to snatch one or two from under Patel's
nose. He gave Jodhpur a blank sheet of paper.
"Write your conditions on that" he said, "and I'll sign it."
Elated, the Maharajah returned to his hotel to consider. It was an
unfortunate move on his part, for V.P. Menon was there waiting for him.
Menon's agents had alerted him to what Jodhpur was up to. He told the
young ruler that his presence was requested urgently at a viceroy's House,
and reluctantly the young man accompanied him there. The urgent
summons had been an excuse, and once they had arrived, Menon had to
go on a frantic search for Viceroy, and tell him what had happened.
Mountbatten responded immediately. He solemnly reminded Jodhpur that
Jinnah could not guarantee and conditions he might make, and that
accession to Pakistan would spell disaster for his state. At the same time,
he assured him that accession to India would flout automatically mean end
of his pleasure. Mountbatten left him alone with Menon to sign a
provisional agreement.
2. Read the following passage carefully and answer any FOUR questions
given at the end as briefly as possible.
Mountbatten was taking his family to Shimla to snatch a few days' rest.
He had brought with him a copy of the Draft Plan for the transfer of power
(which he had sent to London for approval). Menon had come up and they
were expecting Nehru for the weekend. Mountbatten was delighted that
Edwina (his wife) and Jawaharlal had taken to each other so much. It could
not help his work, and it seemed to do them both so much good. Nehru
himself had been in fine form. Mieville and George Nicolas (Principal
Secretary to the Viceroy and Deputy Personal secretary to the Viceroy
respectively) had shown some dismay at Viceroy's openness with the
Indian leader but Mountbatten chose to ignore them. Despite his
continuing optimism for the Plan, Menon's contention that it would be
well received by the Congress had given him more than usual pause for
thought. After dinner on Saturday night, he invited Nehru in the Viceregal
Lodge for a nightcap. The Viceroy handed Nehru his drink, and then quite
suddenly crossed the room to the safe and unlocked it, taking out the
Draft Plan handed him the papers (giving free run his instinct whatever the
result). Nehru took the Draft Plan eagerly and sat down with it, immersing
himself in it immediately. Mountbatten watched him. The Indian had
stopped reading the Plan, and was riffling angrily through the final pages.
His face was drawn and pale. Mountbatten was shaken. He had never seen
Nehru so furious. Nehru made an effort to control himself. 'I will try to
summarize my thoughts tonight and leave you a note of my objections.
This much I can tell you now. Congress will never agree to plan of India's
fragmentation into a host of little states'. The following day, the Viceroy
sat on the secluded rear terrace of Viceregal Lodge while V.P. Menon read
over Nehru's promise memorandum of objections. 'Mr. Nehru only
questions certain Section of the Plan', said Menon. 'Yes -- the key notes!'
snapped Mountbatten. 'Look we have to redraft and resubmit
immediately, -- in the light of his comments. Can you do it?' 'Very well,
Your Excellency', said Menon I
want it (the fresh draft) by six O'clock this evening'.
(a) How did Lord Mountbatten view the relationship between his wife,
Lady Edwina and Jawaharlala Nehru?
(b) How did the officers on the staff of Lord Mountbatten view his close
relationship with Nehru and what was Mountbatten's reaction to it?
(c) Why did Lord Mountbatten show the Draft Plat to Nehru?
(d) Did Lord Mountbatten show the Draft Plat to Quaid-e-Azam? If not,
what will the showing of secret Draft Plan to Nehru alone will be called?
(e) What motivated the drawing up of a fresh Plan for transfer of power?
(f) Within what time was the fresh plan prepared and by whom?
(g) Was the person who drew up the fresh plan, under orders of
Mountbatten, a neutral and impartial person, not connected with any
Indian community?
3. Make sentences to illustrate the meaning of any FOUR of the following.
(i) White elephant
(ii) Blue blood
(iii) Cleanse the Augean stable
(iv) Apple of discord
(v) In good books
(vi) Between the devil and the deep sea
(vii) Stare in the face
(viii) Make off with
4. Use any THREE of the following sets of words in sentences so as to bring
out clearly the difference in their meaning.
(i) Adept, Adopt, Adapt
(ii) Alleged, Accused, Suspected
(iii) Bear, Borne, Born
(iv) Raise, Rise, Raze
(v) Smell, Stink, Scent
(vi) Least, Less, Lest
(vii) Quiet, Quit, Quite
(viii) Their, There, They're
5. Given below are a number of key words. Select any THREE and indicate
the word or phrase you believe is nearest in meaning to the key word.
(i) Domesticate: (to turn native, be exclusive, cut claws, tame)
(ii) Antics: (expectation, temper, string games, absurd behaviour)
(iii) Recapitulate: (to surrender, indecisive, summarize, retract)
(iv) Hypothetical: (philosophical, truce, assumed, volatile)
(v) Data: (ideas, belief, point of origin, information)
(vi) Era: (a disaster, cycle, period of history, curious event)
(vii) Trait: (a narrow enclosure, strong point, distinguishing feature,
footprint)
6. Develop the idea contained in any ONE of the following in about 150
words.
(a) A thing of beauty is a joy for ever
(b) Cowards die many dimes before their death
(c) In matters of conscience, the law of majority has no place
(d) Heard melodies are sweet, but those unheard are sweeter
(e) Unity, Faith, Discipline
21. YEAR 1991

Generally, European trains still stop at borders to change locomotives
and staff. This is often necessary. The German and French voltage systems
are incompatible. Spain -- though not Portugal -- has a broad gauge track.
English bridges are lower than elsewhere, and passengers on German
trains
would need a ladder to reach French platforms, twice as high as their own.
But those physical constraints pale in comparison to an even more
formidable barrier -- national chauvinism. While officials in Brussels strive
for an integrated and efficiently run rail network to relieve the Continent's
gorged roads and airways, and cut down on pollution, three member
countries -- France, Germany and Italy -- are working feverishly to develop
their own expensive and mutually incompatible high-speed trains.
2. Read the following passage and answer the questions given at the end as
briefly as possible (into 2 lines each)
"Heads of Government attending the London economic summit will
have no excuses if they fail to curb the level of arms exports. A new
definitive study by the International Monetary Fund, not generally known
for its liberal views, makes it plain that high levels of arms spending in
some developing countries have retarded social programmes, economic
development projects and the private sector, the latter being an issue with
which the seven richest market economies can identify. The IMF, however,
picks out 10, consistent offenders among developing countries which
spend more than 15 percent of their ODP on the military. They are: Israel,
Angola, Oman, Yemen, Jordan, Saudia Arabia, Syria, Egypt and Libya.
Employing some unusually forceful language the Fund says, High levels of
military expenditure certainly led to low growth and domestic economic
hardship in some countries by diverting fund from social programmes,
economic development projects and the private sector."
The study poses a couple of other serious problems for the summitters.
It shows for instance, that military expenditure is very sensitive to financial
constraints. Thus if countries are deprived of resources then they are
forced to cut back on armaments.
(i) What are the heads of Government doing at the summit?
(ii) What are the findings of the new study?
(iii) How does military expenditure affect domestic economy of a country
and in what ways?
(iv) What is the relationship between military spending and economic
growth?
(v) How is military expenditure related to resources?
3. Use any FIVE of the following pairs of words in your own sentences
demonstrating difference in their meaning.
(i) Access, Excess
(ii) Ascent, Accent
(iii) Resources, Recourse
(iv) Whether, Weather
(v) Premier, Premiere
(vi) Ingenious, Ingenuous
(vii) Felicitate, Facilitate
(viii) Conscious, Conscientious
(ix) Disease, Decease
4. For each of the phrases at the left, write in your answer book the word
closest in meaning to the phrase from the four words given on the right.
(i) Clear away: (clean, empty, removed, finish)
(ii) Break down: (collapse, enter, cut off, begin)
(iii) Keep up: (restrain, control, continue, maintain)
(iv) Turn out: (refuse, start, produced, arrive)
(v) See over: (examine, repair, discovered, inquire)
5. Make sentences for any FIVE of the following to illustrate their meaning.
(i) Damocles' sword
(ii) Every inch
(iii) Spade a spade
(iv) On the sky
(v) Palm off
(vi) Lip service
(vii) A turn coat
(viii) A wild goose chase
6. Write a note of about 120 words on any ONE of the following ideas.
(i) What can't be cured must be endured
(ii) A bee in one's bonnet
(iii) Make a virtue of necessity
(iv) A red rag to a bull
22. YEAR 1992

Throughout the ages of human development men have been subject to
miseries of two kinds: those imposed by external nature, and, those that
human beings misguidedly inflicted upon each other. At first, by far the
worst evils were those that were due to the environment. Man was a rare
species, whose survival was precarious. Without the agility of the monkey,
without any coating of fur, he has difficulty in escaping from wild beasts,
and in most parts of the world could not endure the winter's cold. He had
only two biological advantages: the upright posture freed his hands, and
intelligence enabled him to transmit experience. Gradually these two
advantages gave him supremacy. The numbers of the human species
increased beyond those of any other large mammals. But nature could still
assert her power by means of flood and famine and pestilence and by
exacting from the great majority of mankind incessant toil in the securing
of daily bread. In our own day our bondage to external nature is fast
diminishing, as a result of the growth of scientific intelligence. Famines and
pestilence still occur, but we know better, year by year, what should be
done to prevent them. Hard work is still necessary, but only because we
are unwise: given peace and co-operation, we could subsist on a very
moderate amount of toil. With existing technique, we can, whenever we
choose to exercise wisdom, be free of many ancient forms of bondage to
external nature. But the evils that men inflict upon each other have not
diminished in the same degree. There are still wars, oppressions, and
hideous cruelties, and greedy men still snatch wealth from those who are
less skillful or less ruthless than themselves. Love of power still leads to
vast tyrannies, or ot mere obstruction when its grosser forms are
impossible. And fear deep scarcely conscious fear -- is still the dominant
motive in very many lives.
the end.
"Moral self control, and external prohibition of harmful acts, are not
adequate methods of dealing with our anarchic instincts. The reason they
are inadequate is that these instincts are capable of many disguises as the
Devil in medieval legend, and some of these disguises deceive even the
elect. The only adequate method is to discover what are the needs of our
instinctive nature, and then to search for the least harmful way of
satisfying them. Since spontaneity is what is most thwarted by machines,
the only thing that can be provided is opportunity, the use made of
opportunity must be left to the initiative of the individual. Not doubt,
considerable expense would be involved but it would not be comparable
to the expense of war. Understanding of human nature must be the basis
of any real improvement in human life. Science has done wonders in
mastering the laws of the physical world, but our own nature is much less
understood, as yet, than the nature of stars and electrons. When science
learns to understand human nature, it will be able to bring happiness into
our lives
which machines and the physical science have failed to create."
(a) Why are moral self-control, and external prohibition inadequate to deal
with our narchic instincts?
(b) What is the adequate method of anarchic instincts?
(c) What should be the basis of any real improvement in human life?
(d) How can science help humanity to achieve happiness?
to bring out the difference in their meaning.
(i) Assent, Ascent
(ii) Ballot, Ballet
(iii) Corps, Corpse
(iv) Due, Dew
(v) Dairy, Dairy
(vi) Momentary, Momentous
(vii) Route, Rout
(viii) Veil, Vale
4. Frame sentences to illustrate the meaning of any FIVE of the following.
(i) Between the devil and the deep sea
(ii) A wild goose chase
(iii) Over head and ears
(iv) Time and tide
(v) To live from hand to mouth
(vi) To beat about the bush
(vii) To fish in troubled waters
(viii) A bird's eye view
5. Given below are a number of key words. Select any FIVE and indicate the
word you believe is nearest in meaning to the key word.
(i) Perturb: (to upset, to cause doubt, to burden, to test)
(ii) Wry: (twisted, sad, witty, suffering)
(iii) Ferret: (to search, to trap, to hide, to flee)
(iv) Pallid: (weak, pale, dull, scared)
(v) Intrepid: (fearless, cowardly, dull, fool hardy)
(vi) Reprisal: (surprise, award, revision, retaliation)
(vii) Viable: (wavering, divided, capable of living, fading)
(viii) Resurgent: (revolutionary, fertile, rising again, fading)
words.
(i) Uneasy lies the head, that wears a crown
(ii) If winter comes, can spring be far behind
(iii) Mankind is an abstraction, man is a reality
(iv) The Press and the Nation rise and fall together
(v) Environmental pollution --- a global problem
(vi) Population explosion
23. YEAR 1993

The best aid to give is intellectual aid, a gift of useful knowledge. A gift
of knowledge is infinitely preferable to a gift of material things. There are
many reasons for this. Nothing becomes truly one's own on the basis of
some genuine effort or sacrifice. A gift of material goods can be
appropriated by the recipient without effort or sacrifice; it therefore rarely
becomes his own and is all too frequently and easily treated as a mere
windfall. A gift of intellectual goods, a gift of knowledge, is a very different
matter. Without a genuine effort of appropriation on the part of the
recipient there is no gift. To appropriate the gift and to make it one's own
is the same thing, and 'neither moth nor rust doth corrupt'. The gift of
material goods makes people dependent, but the gift of knowledge makes
them free. The gift of knowledge also has far more lasting effects and is far
more closely relevant to the concept of 'development'. Give a man a fish,
as the saying goes, and you are helping him a little bit for a very short time,
teach him the act of fishing, and he can help himself all his life. Further, if
you teach him to make his own fishing net, you have helped him to
become not only self-supporting, but also self-reliant and independent
man and businessman.
This, then should become the ever-increasing preoccupation of aid-
programmes to make men self-reliant and independent by the generous
supply of the appropriate intellectual gifts, gifts of relevant knowledge on
the methods of self-help. This approach, incidentally, has also the
advantage of being relatively cheap, of making money go a long way. For
POUNDS 100/- you may be able to equip one man with certain means of
production, but for the same money you may well be able to teach a
hundred men to equip themselves. Perhaps a little 'pump-priming' by way
of material goods will in some cases be helpful to speed the process of
development. (E.F. Schumacher)
2. Read the following passage and answer the questions given at the end in
your own words without lifting sentences from the given text.
Recently the mass media, formerly subservient to the medical
profession, have become increasingly restive and occasionally hostile. In
Germany, in particular, the newspapers and television have given a great
deal of time and space to the complaints against the medical profession. In
Britain on BBC radio and television, the medical practices have come under
sharp and aggressive criticism.
Is this antagonism to the profession justified? And if so, why? I have
tried to answer that question by looking at the way it deals with some of
the diseases of our civilization, including the most lethal, heart-attacks and
cancer. If what emerges in an indictment of the profession, then I would
rebut the charge that I am anti-doctor. Montaigne said, "I honour
physicians not for the services but for themselves." That goes for me too.
(Brian Inglis)
(a) What do you understand by mass media?
(b) What is Brian Inglis stance towards the medical profession?
(c) What is a lethal disease?
(d) Is there a radical change in the presentation of the art of healing by the
mass media?
3. Use any FIVE of the following pairs of words so as to bring out the
difference in their meaning.
(i) Queue, Cue
(ii) Differ, Defer
(iii) Conscious, Conscience
(iv) Confidant, Confidante
(v) Atheist, Agnostic
(vi) Loose, Lose
(vii) Briefing, Debriefing
(viii) Dual, Duel
(ix) Complement, Compliment
4. Indicate the meaning of any FIVE of the following.
(i) Brag
(ii) Antiquarian
(iii) Input
(iv) Prodigal
(v) Bibliophile
(vi) Nostalgia
(vii) Output
(viii) Feedback
(ix) Agrarian
5. Use any FIVE of the following in your sentences to bring out their exact
meanings.
(i) Play truant
(ii) Play down
(iii) Turn turtle
(iv) Turn the corner
(v) A fair weather friend
(vi) Under a cloud
(vii) Burn one's boats
(viii) Horse trading
6. Comment on any ONE of the following in about 200 words.
(i) To err is human, to forgive divine
(ii) The child is father of the man
(iii) God helps those who help themselves
(iv) Beggars are not choosers
(v) Handsome is one who handsome does
(vi) The impossible is often the untried
(vii) Man has his will and woman her way
24. YEAR 1994

1. Make a precis of the following passage in about 125 words and suggest
a suitable title.
"Education does not develop autonomously: it tends to be a mirror of
society and is seldom at the cutting edge of social change. It is
retrospective, even conservative, since it teaches the young what others
have experiences and discovered about the world. The future of education
will be shaped not by educators, by by changes in demography, technology
and the family. Its ends -- to prepare students to live and work in their
society -- are likely to remain stable, but its means are likely to change
dramatically."
"Schools, colleges and universities will be redefined in fundamental
ways: who is educated, how they are educated, where they are educated -
all are due for upheaval. But their primary responsibility will be much the
same as it is now: to teach knowledge of languages, science, history,
government, economics, geography, mathematics and the arts, as well as
the skill necessary to understand today's problems and to use its
technologies. In the decades ahead, there will be a solid consensus that, As
Horace Mann, an American educator, wrote in 1846, "Intelligence is
primary ingredient in the wealth of nations." In recognition of the power
of this idea, education will be directed purposefully to develop intelligence
as a vital national resources." "Even as nations recognize the value of
education in creating human capital, the institutions that provide
education will come under increasing strain. State systems of education
may not survive demographic and technological change. Political
upheavals in unstable regions and the case of international travel will
ensure a steady flow of immigrants, legal and illegal, from poor nations to
rich ones. As tides of immigration sweep across the rich world, the
receiving nations have a choice: they can assimilate the newcomers to the
home culture, or they can expect a proliferation of cultures within their
borders. Early this century, state systems assimilated newcomers and
taught them how to fit in. Today social science frowns on assimilation,
seeing it as a form of cultural coercion, so state systems of education
are likely to eschew cultural imposition. In effect, the state schools may
encourage trends that raise
doubts about the purpose or necessity of a state system of education.
(Diane Ravieh)
your own words.
"Piecing together the story of human evolution is no easy task. The
anthropologist Richard Leaky has identified four key steps in our evolution
from the earliest hominid to modern humans. First, the occurrence of
binedilism between 10 and 4 million years ago. Then the evolution of
Homo, with its large brain and capacity to make stone tools -- the earliest
examples of which are 2.5 million years old. Next, the evolution of Hemo
erects almost 2 million years ago, followed by it migration out of Africa
into Eurasia. And finally the appearance of modern human less than
150000 years ago."
"Through the 10 million years of human evolution, the Earth's climate
has changed considerably. During the period that Michael Sarrnthies of Kie
has the the "Golden Era" -- up to 3 million years ago -- the world was much
warmer than it is now. Then conditions started to deteriorate, and there
was a gradual build-up of ice at the poles. Around 2.6 million years ago the
climate became cyclical: ice ages characterized by huge ice sheets covering
much of North American and northern Europe were followed by inter-
glacial, when conditions were comparable to those we see today. Elizabeth
Vrba of Yale University, one of the most vigorous proponents of the idea
of punctuated equilibrium, has shown that this change in the world's
climate
2.6 million years ago had sudden and dramatic effects in Africa. A
predominantly warm and most climate was transformed into one which
was colder and more arid." (Mark Maslim)
(i) Give dictionary meanings of the underlined words.
(ii) How did the climate become cyclical?
(iii) Define the term "Golden Era".
(iv) Describe the various stages in the development of the human species.
3. Expand the idea embodied in ONE of the following in about 200 words
(i) The administration of justice is the firmest pillar of government.
(ii) Art is long and time is fleeting
(iii) The better part of valour is discretion
(iv) Conscience is God's presence in man
(v) Capital is only the fruit of labour and could never have existed if labour
had not first existed.
4. Complete any FIVE of the following sentences supplying the missing
word in each.
(i) From this happy he is awakened by his child asking him to
read an incredibly long and boring story about wolves.
(ii) The this is that, when we do travel, we never seem to
these people.
(iii) The objects were not changes, but the things
had altered beyond recognition.
(iv) More than ten days before I again had any
with Mrs. Reed.
(v) His has fallen off, revealing a of dirt on his bald
head.
(vi) No, we must accept the with what grace we can and leave
the weather to its own.
(vii) Take all you need but leave your behind is sound
for the holidaymaker.
(viii) Modern advertisements often the human race in a
light.
5. Use any FIVE of the following pairs of words in your own sentences to
bring out the difference in their meaning.
(i) All, Awl
(ii) Boy, Buoy
(iii) Fallow, Fellow
(iv) Jewry, Jury
(v) Functional, Dis-functional
(vi) Yew, Ewe
(vii) Allusive, Elusive
(viii) Ladylike, Ladyship
6. Frame sentences to illustrate the meaning of any FIVE of the following.
(i) Between Scylla and Charybdis
(ii) Hobson's choice
(iii) Sting in the tail
(iv) With open arms
(v) Wash one's hands of
(vi) Count one's chickens
(vii) Burn midnight oil.
25. YEAR 1995

When you see a cockroach on a bed-hug your first reaction is one of
disgust and that is immediately, followed by a desire to exterminate the
offensive creature. Later, in the garden, you see a butterfly or a dragonfly,
and you are filled with admiration at its beauty and grace. Man's feelings
towards insects are ambivalent. He realizes that some of them for
example,
- flies and cockroaches are threats to health. Mosquitoes and tsetse flies
have in the past sapped the vitality of entire tribes or nations. Other
insects are destructive and cause enormous losses. Such are locusts, which
can wipe out whole areas of crops in minutes; and termites, whose
often insidious ravages, unless checked at an early stage, can end in the
destructing of entire rows of houses.
Yet men's ways of living may undergo radical changes if certain species
of insects were to become extinct. Bees, for example, pollinate the flowers
of many plants which are food sources. In the past, honey was the only
sweetening agent known to man in some remote parts of the world. Ants,
although they bite and contaminate man's food are useful scavengers
which consume waster material that would otherwise pollute the
environment. Entomologists who have studied insect fossils believe them
to have inhabited the earth for nearly 400 million years. Insects live in
large numbers almost everywhere in the world, from the hottest deserts
and the deepest caves to the peaks of high mountains and even the snows
of the polar caps.
Some insects communities are complex in organizations, prompting
men to believe that they possess and ordered intelligence. But such
organized behaviour is clearly not due to developed brains. If we have to
compare them to humans, bee and ant groups behave like extreme
totalitarian societies. Each bee or ant seem to have a determined role to
play instinctively and does so without deviation. The word "instinct" is
often applied to insect behaviour. But some insect behaviour appears so
clear that one tends to think that some sort of intelligence is at work. For
example, the worker bee, upon reaching to the hive after having found a
new source of nectar, communicates his discovery by a kind of dance
which tells other bees the direction and distance away of the nectar.
2. Read the passage and answer the questions that follow it. Use your own
English as much as possible, otherwise you will not score high marks.
A political community may be viewed as a group of people living
together under a common regime, with a common set of authorities to
make important decisions for the group of a whole. To the extent that the
regime is "legitimate" we would further specify that the people have
internalized a common set of rules. Given the predominantly
achievement- oriented norms which seem to be necessary concomitant
industrial society, these rules must apply equally to the entire population
or precisely those criteria (e.g. language) which are a basis for blocking
individual social mobility, can become the basis for cleavage which
threatens the disintegration of the political community.
Among post-tribal multilingual populations where the masses are
illiterate, generally unaware of national events, and have low expectations
of social and economic mobility, the problem is largely irrelevant even if
such populations have a linguistically distinct elite group. In contrast, when
the general population of a society is going through the early stages of
social mobilization, language group conflicts seem particularly likely to
occur; they may develop animosities which take on a life of their own and
persist beyond the situation which gave rise to them. The degree to which
this happens may be significantly affected by the type of policy which the
government adopts during the transitional period. The likelihood that
linguistic division will lead to political conflict is particularly great when the
language cleavages are linked with the presence of dominant group which
blocks the social mobility of members of a subordinate group, partly, at
least, on the basis of language factors. Where a dominant group holds the
positions of power at the head of the major bureaucracies in a modern
society, and gives preference in recruitment to those who speak the
dominant language, any submerged group has the options of assimilation,
non-mobility or group-resistance. If an individual is overwhelmed
numerically or psychologically by the dominant language, if his group is
proportionately too small to maintain a self contained community withing
the society, assimilation usually occurs. In contrast, if one is part of a
numerous or geographically concentrated minority group, assimilation is
more difficult and is more likely to seem unreasonable. If the group is
numerous and mobilized, political resistance is likely.
(i) A political community is identified as a group of people who have three
things in common. What are they?
(ii) Why are the rules important?
(iii) Give an other word or paraphrase for
(a) Cleavage; (b) Disintegration
(iv) In the second paragraph the author distinguishes between two types
of society. What are they?
(v) What problem is irrelevant to the first type?
(vi) What is likely to happen to the second?
(vii) When will language create political conflict?
(viii) What is assimilation and when does it occur?
(ix) When does group resistance occur?
(x) Give the opposite of the term "dominant group" used in the text.
3. Using about 250 words, comment on ONE of the following subjects.
(i) Conscience is the basis of justice
(ii) The Industrial Society has reached its logical end
(iii) Eye for eye and tooth for tooth, has gone on too long in the world
(iv) In freedom lies the happiness of the individual
(v) Children have no childhood in Pakistan
(vi) To be clever enough to get all that money, one must be stupid enough
to want it.
4. A woman is talking to her next-door neighbour about an elderly married
couple she knows, and about their personalities. Using only Adjectives,
complete the blanks according to the explanations she gives either before
or afterwards. Vague words like "good", etc. will not be acceptable. Write
out the passage in your answer books underlying the words you have filled
in.
"Well, yesterday I mat old Mrs. Ahmad. Lovely old lady she is, always
cheerful and helpful and ever so which is more than I can say
about that husband of her's. He is so arguing and shouting
and complaining all the time. And I thought my husband was
until I saw the way he holds to his money! Not that she worries or
complains. I have never known any one so . But he is really. I
mean he never things about her or what she wants. He's got not feelings at
all, the old devil! They are just so different. If you tell her
about your problems, she listens and tries to understand and gives you
advice, you now, very . And it's only because of her that
children have turned so polite and charming, such young
people. He just gave them discipline, told them what they couldn't do like
some school master. Still, Mrs. Ahmad keeps smiling and
happy. I don't think I'd be that , married to him!"
5. Finish each of the following sentences in such a way that it means exactly
the same as the sentences printed before it.
(i) One of the local development authority's responsibilities is town
planning. The local development authority .
(ii) Pop stars are corrupted by the adulation of their fans. It's the way their
.
(iii) There was little contact between these small groups. These small
groups .
(iv) I find funny clothes the most irritating about the modern Youth, What
.
(v) He sounds as if he spent all his life abroad. He gives .
(vi) Apart from Muhammad Ali, every one else at the meeting was a party
member. With .
(vii) He was driving very fast because he didn't know the road was icy. If
.
(viii) Whenever you are on a bus, you hear someone talking about politics.
You can't go
(ix) How long is ti since they went to Gilgit? When .
(x) Most of the theories use the methods of experimental science without
first paying attention to play's aesthetic quality. Most of theories do not
take .
26. YEAR 1996

1. Make a precis of the following passage about one third of its length and
suggest a suitable title.
Along with the new revelations of science and psychology there have
also occurred distortions of what is being discovered. Most of the
scientists and psychologists have accepted Darwin's theory of evolution
and his observations on "survival of the fittest" as a final word. While
enunciating his postulate on the concept of the fittest, Darwin primarily
projected physical force as the main criterion, and remained unmindful of
the culture of mind. The psychologists, on the other hand, in his exclusive
involvement with the psyche, have overlooked the potential of man's
physical-self and the world outside him. No synthesis has been attempted
between the two with the obvious result of the one being sacrificed at the
altar of the other. This has given birth to a civilization which is wholly
based on economic considerations, transforming man into a mere
"economic being" and limiting his pleasures and sorrows to sensuous
cravings. With the force of
his craft and guns, this man of the modern world gave birth to two
cannibalistic philosophies, the cunning capitalism and the callous
communism. They joined hands to block the evolution of man as a cultural
entity, denuding him of the feelings of live, sympathy, and humanness.
Technologically, man is immensely powerful; culturally, he is the creature
Stone Age, as lustful as ever, and equally ignorant of his destiny. The two
world wars and the resultant attitudes display harrowing distortion of the
purposes of life and power. In this agonizing situation the Scientist is
harnessing forces of nature, placing them at the feet of his country's
leaders, to be used against people in other parts of the world. This state of
his servility makes the functions of the scientist appear merely to push
humanity to a state of perpetual fear, and lead man to the inevitable
destruction as a species with his own inventions and achievements. This
irrational situation arises many questions. They concern the role of a
scientist, the function of religion, the conduct of politician who is directing
the course of history, and the future role of man as a species. There is an
obvious mutilation of the purpose of creation, and the relationship
between Cosmos, Life, and Man is hidden from eyes; they have not been
viewed collectively.
your own words.
"In countless other places, companies locating overseas are causing
environmental harm. Japan has come in for heavy criticism form
environmentalists in Southeast Asia for allegedly locating extremely
harmful processes abroad because they no longer can pass environmental
muster at home. A Malaysian subsidiary of the Mitsubishi Kasai Corp. was
force by court order to close after years of protests by local residents that
the plant's dumping of radioactive thorium was to blame for unusually
high leukemia rates in the region. Several multinational corporations
operating in South Africa, including local subsidiaries of the Bayer
Pharmaceuticals concern and a Duracell battery plant, have been
implicated by local environs mentalists in toxic catastrophes that they
believe have caused cancer and other severe health problems among
workers. Despite the threats, international markets also help diffuse many
environmentally helpful products around the world. Trade in pollution
control technologies is on the rise, particularly as environmental laws are
strengthened in developing countries. International trade also can put
pressure on companies to match the environmental immolation of their
international competitors, as in the U.S. Car industry's response to Japan's
advances in fuel efficiency. Meanwhile, there are indications that, contrary
to some people's expectation, being open to foreign investment can help
prevent the caution of pollution havens rather than cause them. Research
by Nancy Birds all and David Wheeler of the World Bank found that dirty
industries developed faster in Latin American economies relatively in
hospitable to foreign investment than in open ones. Another World Bank
study looked at the rates at which 60 different countries its way to nations
open to foreign investment far more rapidly than those closed toll. The
authors of these studies suggest several possible explanations for such
trends. For one, closed economies protect capital --- Intensive, pollution-
intensive industries in situations where low-cost labour otherwise would
have been a draw to less polluting industries. Second, companies trying to
sell their goods in industrial countries need to please the growing number
of "green consumers" there. Finally the equipment used by multinational
tends on balance to be newer and cleaner than that employed by national
industries.
(i) Why is Japan under heavy criticism?
(ii) What did the court decree in Malaysia and why?
(iii) How does a certain industry cause cancer to the local resident?
(iv) What could be the role of international markets in controlling
pollution?
(v) What is a "pollution-haven"?
(vi) What does the research by Nancy Birds all and David Wheeler say?
(vii) What does "the other study" by World Bank reveal?
(viii) Who is a "green consumer"?
(ix) How do you explain "capital-intensive" and "pollution-intensive"?
(x) How can we save the local residents from the pollution hazards?
3. Write a comprehensive note of approximately 250 words on ONE of the
following subjects.
(i) Religion is the greatest benefactor of human race
(ii) The devotional believers coin baseless stories about their gurus
(iii) And when I love thee not, chaos is come again
(iv) Every system of government emerges from its economic system
(v) Cleanliness is next to Godliness
4. Correct the following sentences.
(i) When public transport is better developed, there will no longer be so
many cars driving people to work.
(ii) The subject of my paper is about air pollution.
(iii) The princess's father was a good man and who was kind.
(iv) A morality play is where the characters represents virtue and vices.
(v) A square is when all four sides are the same length.
(vi) Evil and suffering has always troubled man.
(vii) Why does such disturbing things exist?
(viii) Neither her cousins nor her aunt were at home.
(ix) Neither Tariq not Khalid are worthy of her.
(x) The first fleet of cars were made of copper.
(xi) To be honest lies must never be told.
5. Explain FIVE of the following idioms by using them into sentences.
(i) Bear out
(ii) Back out
(iii) Carry over
(iv) Come off
(v) Fall back
(vi) Figure out
(vii) Live with
(viii) Set in
(ix) Cover up
(x) Iron out
6. Use any FIVE of the following pairs of words or phrases into sentences so
that the difference in the meaning of each pair is made clear.
(i) Altogether, All together
(ii) Ambiguous, Ambivalent
(iii) Apprise, Appraise
(iv) Bad, Badly
(v) Compare, Contrast
(vi) Deduce, Imply
(vii) Differ from, Differ with
(viii) Farther, Further
27. YEAR 1997

Exploration in the Arctic Circle still offers countless opportunities for
fresh discoveries, but it is an adventure which is not to be undertaken
lightly. As an occupation it is more lonely and remote than anything else in
the world and at any moment the traveller must be prepared to encounter
hazard and difficulty which call for all his skill and enterprise. Nevertheless
such exploration with be carried as long as there are investigated areas to
attract the daring and as long as the quest for knowledge inspires
mankind. Investigations have shown that the Arctic zone is rich in
mineral deposits, but even if these deposits were themselves of little
value, the economic importance of the Arctic would not be appreciably
lessened. For it is generally agreed that "weather is made in the
North", and as the success or failure of the harvests all over the world is
largely determined by the weather, it follows that agriculture and all
those industrial and commercial activities dependent upon it must be
considerably affected by the accuracy of the daily weather reports.
Modern meteorologists regard the conditions prevailing in the Arctic as of
first-rate importance in helping
them to arrive at accurate results in their forecasts.
Yet quite apart from any economic or other practical considerations,
there is a strange fascination about this vast unconquered region of stern
northern beauty. Those who have once entered the vast polar regions like
to speak of their inexpressive beauty, the charm of the yellow sun and
dazzling ice pack, the everlasting snows and unmapped land where one
never knows what lies ahead; it may be a gigantic glacier, which reflects a
bean of sunlight over its frozen expanse or some wonderful fantastically
shaped cliff which makes an unfading impression on the memory. It may
even be an iceberg stately and terrifying, moving on its relentless way, for
the Arctic is the birthplace of the great icebergs which threaten navigation.
2. Read the following passage carefully and answer any FOUR questions
given at the end as briefly as possible.
Do we realize the extent to which the modern world relies for its
opinions on public utterances and the Press? Do we realize how
completely we are all in the power of report? Any little lie or exaggerated
sentiment uttered by one with a bee in his bonnet, with a principle, or an
end to serve, can, if cleverly expressed and distributed, distort the views of
thousands, sometimes of millions. Any willful suppression of truth for
Party or personal ends can so falsify our vision of things as to plunge us
into endless cruelties and follies. Honesty of though and speech and
written word is a jewel, and they who curb prejudice and seek honourably
to know and speak the truth are the only true builders of a better life. But
what a dull world if we can't chatter and write irresponsibly, can't slope
over with hatred, or pursue our own ends without scruple! To be tied to
the apron- strings of truth, or coiffed with the nightcap of silence, who in
this age of cheap ink and oratory will submit to such a fate?
Report, I would almost say, now rules the world and holds the fate of
man on the sayings of its many tongues. If the good sense of mankind
cannot somehow restrain utterance and cleanse report, Democracy, so
highly vaunted, will not save us; and all the glib words of promise spoken
might as well have lain unuttered in the throats of orators. We are always
in peril under Democracy of taking the line of least resistance and
immediate material profit. The gentleman, for instance, whoever he was,
who first discovered that he could sell his papers better by undercutting
the standard of his rivals, and, appealing to the lower tastes of the Public
under the flag of that convenient expression "what the Public wants",
made a most evil discovery. The Press is for the most part in the hands of
men who know what is good and right. It can be a great agency for leveling
up. But whether on the whole it is so or not, one continually hears
doubted. There ought to be no room for doubt in any of the our minds
that the Press is on the side of the angels.
(i) Suggest an appropriate title for the passage.
(ii) Choose FIVE of the following words and give for each another word, or
phrase, of similar meaning which might be used to replace the world in the
passage.
Sentiment, Distort, Willful, Curb, Vaunted, Glib, Material, Agency
(iii) Explain what is meant by any THREE of the following phrases as used in
the passage.
With a principle of an end to serve, This age of cheap ink and oratory,
Undercutting the standard, On the side of the angels.
following subjects.
(i) The problem of Noise in the modern world
(ii) The motorway age
(iii) A contented mind is a blessing kind
(iv) A competitive society brings out the best in every individual
(v) The supernatural man (or woman)
(i) The idea of me flying is too silly to even contemplate.
(ii) He reads better than any boy in the class.
(iii) Every citizen should use their role.
(iv) I do not remember him giving me a present.
(v) Whom would you say is likely to win the fight?
(vi) Neither him nor his friend were hurt.
(vii) Passing by the damage house, a brick fell on my shoulder.
(viii) My cousin always has and always will be interested in the theatre.
(ix) The vast extent of the steppes of Central Asia is enormous.
(x) Nobody didn't ought to lose their way so easy in a small town.
5. Rearrange the following in pairs of synonyms.
garrulous, selfish, near, talkative, obstruct, egoistic, wealthy, impede,
affluent, filch, imminent, assess, tempting, ponder, augment, enticing,
meditate, increase, estimate, steal.
6. Explain any FIVE of the following idioms by using them into sentences.
(i) Th beat the air
(ii) To beggar description
(iii) To bring to mind
(iv) To call in question
(v) To cap it all
(vi) To clip one's wings
(vii) To cross the Rubicon
(viii) To feel the pulse
(ix) To fly in the face of
(x) To rise like a phoenix form its ashes
28. YEAR 1998

Lying is indeed an accursed vice. We are men, and we have relations
with one another by speech. If we recognized the horror and gravity of an
untruth, we should more justifiably punish it with fire than any other
crime. I commonly find people taking the most ill-advised pains to correct
their children for their harmless faults, and worrying them about heedless
acts which leave no trace and have no consequences. Laying - and in a
lesser degree obstinacy - are, in my opinion, the only faults whose birth
and progress we should consistently oppose. They grow with a child's
growth, and once the tongue has got the knack of lying, it is difficult to
imagine how impossible it is to correct it. Whence it happens that we
find some
otherwise excellent men subject to this fault and enslaved by it. I have a
decent lad as my tailor, whom I have never heard to utter a single truth,
even when it would have been to his advantage.
If, like the truth, falsehood had only one face, we should know better
where we are, for we should then take the opposite of what a liar said to
be the truth. But the opposite of a truth has a hundred thousand shapes
and a limitless field.
The Pythagoreans regard good as certain and finite, and evil as
boundless and uncertain. There are a thousand ways of missing the bull's
eye, only one of hitting it. I am by no means sure that I could induce myself
to tell a brazen and deliberate lie even to protect myself from the most
obvious and extreme danger. St Augustine said that we are better off in
the company of a dog we know than in that of a man whose language we
don not understand. Therefore, those of different nations do not regard
one another as men and how much less friendly is false speech than
2. Read the following passages and answer the questions given at the end
silence.
in your own words.
Accumulated property treads the powers of thought in the dust,
extinguishes the sparks of genius, and reduces the great mass of mankind
to be immersed in sordid cars; beside depriving the rich, as we have
already said, of the most salubrious and effectual motives to activity. If
superfluity were banished, the necessity for the greater part of the manual
industry of mankind would be superseded; and the rest, being amicably
shared among all the active and vigorous members of the community,
would be burdensome to none. Every man would have a frugal, yet
wholesome diet; every man would go forth to that moderate exercise of
his corporal functions that would give hilarity to the spirits; none would be
made torpid with fatigue, but all would have leisure to cultivate the kindly
and philanthropic affections of the soul, and to let loose his faculties in the
search of intellectual improvement. What a contrast does this scene
present us with the present state of human society, where the peasant
and the labourer work till their understandings are benumbed with toil,
their sinews contracted and made callous by being for ever on the stretch,
and their bodies invaded, with infirmities and surrendered to an untimely
grave? What is the fruit of this disproportioned and unceasing toil? At
evening they return to a family, famished with hunger, exposed half naked
to the inclemencies of the sky, hardly sheltered, and denied the slenderest
instruction, unless in a few instances, where it is dispensed by the hands of
ostentatious charity, and the first lesson communicated is unprincipled
servility. All this while their rich neighbour ....
How rapid and sublime would be the advances of intellect, if all men
were admitted into the field of knowledge! At present ninety-nine persons
in a hundred are no more excited to any regular exertions of general and
curious thought, than the brutes themselves. What would be the state of
public mind in a nation, where all were wise, all had laid aside the shackles
of prejudice and implicit faith, all adopted with fearless confidence the
suggestions of truth, and the lethargy of the soul was dismissed for ever?
It is to be presumed that the inequality of mind would in a certain degree
be permanent; but it is reasonable to believe that the geniuses of such and
age would far surpass the grandest exertions of intellect that are at
present known. Genius would not be depressed with false wants and
niggardly patronage.
(i) Suggest an appropriate title for the passage.
(ii) What does the writer mean by the following expressions?
Hilarity of spirit, Corporal functions, Torpid with fatigue, Let loos faculties.
(iii) What according to the writer is the cause of the poor man's short life?
(iv) Does the writer favour charity for the poor? Support your answer with
the writer's argument.
(v) How does the writer compare the present day man with brutes?
(vi) The writer does not state why there will always be an inequality of
mind among men, suggest a reason from your own knowledge of human
psychology.
(vii) In the passage the writer leaves his statement about the rich
neighbour incomplete. Draw briefly the contrast the writer had in mind.
(viii) What according to the writer would promote intellectual
improvement?
(ix) Given another word with similar meaning for
Callous, Sinews, Inclemencies, Ostentatious, Benumbed, Salubrious
following subjects.
(i) The two main reason for reading imaginative literature are pleasure and
insight
(ii) Some are born great, some achieve greatness, and some have
greatness thrust upon them.
(iii) Democracy if it is stupid and unjust, is as evil as, stupid and cruel
tyranny. (Socrates)
(iv) The so-called custodians of human rights are guilty of violating the
rights of the backward nations
(i) This is all the father you can go.
(ii) He seemed to be an industrious person but this was only an allusion
(iii) His avocation is dentistry.
(iv) The antiquarian bade one million dollars for the old painting.
(v) The ferry collided against the tug-boat.
(vi) Poetry is more sensual than prose.
(vii) Both Naeem and Shahid is tired, they should go back.
(viii) He was seeking political asylum but was not permitted to emigrate to
USA.
(ix) I wouldn't be in your books for the all the wealth in the world.
(x) Are you trying to infer that I would be something dishonest?
5. Complete the conversation by choosing the correct idioms.
The tricks of the trade; the blessing in disguise; his own man; the gift of the
gab; the pillar of society; another cup of tea; a mug's game; a piece of
cake; a feather in his cap; the rank and file
Have you heard about Adams? He says that losing his job was probably
because he was tired of being just one of a thousand wage-
earners at the firm, just one of . He thinks working for
someone else is really when you can work for yourself. So she
is going to open up his own computer shop.
"Really! well it will be a if he makes a success of
it." "He is taking Jan into partnership with him."
"Jan, eh? Now he's I don't like him at all."
"Well he may not be what one could call but he is the right
sort of man to get a business going. He's a good talker."
"Oh yes Jan has certainly got and it won't take him long to
learn
"I told Adam that having his own business certainly won't be "
"It's hard work. But he is determined to be at last, so I wish
him good luck."
following
6. Use FIVE
pairs
of the
of words so as to bring out the difference
in their meanings.
(i) Occlude, Occult
(ii) Practical, Practicable
(iii) Raze, Raise
(iv) Cannon, Canon
(v) Avenge, Revenge
(vi) Caret, Carat
(vii) Revel, Reveal
(viii) Aviary, Apiary
(ix) Demesne, Demean
7. Explain FIVE of the following idioms by using them into sentences.
(i) The last ditch
(ii) A square meal
(iii) Go public
(iv) Run riot
(v) The backroom boys
(vi) Foot the bill
(vii) Set the pace
(viii) At times
(ix) Steal the show
(x) Grey matter
29. YEAR 1999

To have faith in the dignity and worth of the individual man as an end in
himself, to believe that it is better to be governed by persuasion than by
coercion, to believe that fraternal goodwill is more worthy than a selfish
and contentions spirit, to believe that in the long run all values are
inseparable from the love of truth and the disinterested search for it, to
believe that knowledge and the power it confers should be used to
promote the welfare and happiness of all men, rather than to serve the
interests of those individual and classes whom fortune and intelligence
endow with temporary advantage -- these are the values which are
affirmed by the traditional democratic ideology. The case of democracy is
that it accepts the rational and humane values as ends and proposes as
the means of realizing them the minimum of coercion and the maximum
of voluntary assent. We may well abandon the cosmological temple in
which the democratic ideology originally enshrined these values, without
renouncing the faith it was designed to celebrate. The essence of that faith
is belief in the capacity of man, as a rational and humane creature to
achieve the good life by rational and humane means. The chief virtue of
democracy and the sole reason for cherishing it is that with all its faults it
still provides the most favourable conditions for achieving that end by
those means.
your own words.
These phenomena, however, are merely premonitions of a coming
storm which is likely to sweep over the whole of India and the rest of Asia.
This is the inevitable outcome of a wholly political civilization which has
looked upon man as a thing to be exploited and not as a personality to be
developed and enlarged by purely cultural forces. The people of Asia are
bound to rise against the acquisitive economy which the West have
developed and imposed on the nations of the East. Asia cannot
comprehend modern Western capitalism with its undisciplined
individualism. The faith which you represent recognized the worth of the
individual, and disciplines him to give away all to the service of God and
man. Its possibilities are not yet exhausted. It can still create a new world
where the social rank of man is not determined by his caste or colour or
the amount of dividend he earns, but by the kind of life he lives, where the
poor tax the rich, where human society is founded not on the equality of
stomachs but on the equality of spirits, where an untouchable can marry
the daughter of the king, where private ownership is a trust and where
capital cannot be allowed to accumulate so as to dominate the real
producer of wealth. This superb idealism of your faith, however, needs
emancipation from the medieval fancies of theologians and logists.
Spiritually, we are living in a prison house of thoughts and emotions which
during the course of centuries we have woven round ourselves. And be it
further said to the shame of us - men of older generations - that we have
failed to equip the younger generation for the economic, political and
even religious crisis that the present age is likely to bring. The while
community needs a complete overhauling of its present mentality in order
that it may again become capable of feeling the urge of fresh desires and
ideals. The Indian Muslim has long ceased to explore the depths of his own
inner life. The result is that he has ceased to live in the full glow and colour
of life, and is consequently in danger of an unmanly compromise with
forces which he is made to think he cannot vanquish in open conflict. He
who desires to change an unfavourable environment must undergo a
complete transformation of his inner being. God changes not the condition
of a people until they themselves take the initiative to change their
condition by constantly illuminating the zone of their daily activity in the
light of a definite ideal. Nothing can be achieved without a firm faith in the
independence of one's own inner life. This faith alone keeps a people's eye
fixed on their goal and save them from perpetual vacillation. The lesson
that past experiences has brought to you must be taken to heart. Expect
nothing from any side. Concentrate your whole ego on yourself alone and
ripen your clay into real manhood if you wish to see you aspiration
realized.
(i) What is the chief characteristic of the modern political civilization?
(ii) What are the possibilities of our faith which can be of advantage to the
world?
(iii) What is the chief danger confronting the superb idealism of our faith?
(iv) Why is the Indian Muslim in danger of coming to an unmanly
compromise with the forces opposing him?
(v) What is necessary for any achievement?
(vi) Explain the following expressions as used in the passage.
Acquisitive economy, Undisciplined individualism, Superb idealism,
Unmanly compromise, Perpetual vacillation
(vii) Suggest an appropriate title for the passage.
following subjects.
(i) The hand that rocks the cradle rules the world
(ii) Charm strikes the sight but merit wins the soul
(iii) Lord, What Fools these Mortals be!
(iv) Is Democracy possible in the Third World?
4. Re-write the following passage after correcting its grammatical errors.
The world is poised on a dangerous and instable balance of terror,
unlike the wars of the past, future war threatened to do away the human
race. Future of mankind depends on peace. Without it, countless millions
would be wiped of the face of earth. This fear had manifested itself in a
persistent demand of disarmament -- total and universal. It is, indeed, a
sad reflection on human nature that while he sings praise about the virtue
of peace, they continued march on a suicidal course of war. In spite of
forty years of negotiation the giants did not even scraped the tips of the
icebergs.
5. Fill in the blanks of the passage given below.
An ideal college should subscribe to an ideal scheme of education for
the one is inseparable from the other. The chief of education,
it is said, is the total end development of the individual. Any
system of education must provide the student firstly, with the
for logical and objective thinking. Without skill it's
difficult to conceive of any one's and continually expanding
the knowledge which is indispensable to an educated man
education which is in practice bookish and from
life is lopsided and serves no purpose. Secondly, it must
contribute to the of morality, or right conduct or good
in its widest sense. No academy its name can
afford or be to this aspect, for its importance of
the syllabic domain. It must help student to discover a
meaningful act of and a personal philosophy of life
it must pay adequate attention to health and
work on the premise that a healthy mind is without a healthy
body.
6. Make sentences of any FIVE of the following idioms.
(i) A jaundiced eye
(ii) A left handed compliment
(iii) The ruling passion
(iv) Tower of strength
(v) Steal a march on someone
(vi) In one's bones
(vii) Hang in the balance
(viii) Fly in the ointment
(ix) Close-fisted
30. YEAR 2000

1. Make a precis of the following passage in about one third of its length.
Suggest a suitable title also.
Besant describing the middle class of the 9th century wrote, "In the fist
place it was for more a class apart." In no sense did it belong to society.
Men in professions of any kind (except in the Army and Navy) could only
belong to society by right birth and family connections; men in trade -
bankers were still accounted tradesmen - could not possibly belong to
society. That is to say, if they went to live in the country they were not
called upon by the country families and in the town they were not
admitted by the men into their clubs, or by the ladies into their houses..
The middle class knew its own place, respected itself, made its own society
for itself, and cheerfully accorded to rank the deference due."
Since then, however, the life of the middle classes had undergone great
changes as their numbers had swelled and their influence had increased.
Their already well-developed consciousness of their own importance
had deepened. More critical than they had been in the past of certain
aspects of aristocratic life, they wee also more concerned with the plight
of the poor and the importance of their own values of society, thrift, hard
work, piety and respectability as examples of ideal behaviour for the
guidance of the lower orders. Above all they were respectable. There were
divergences of opinion as to what exactly was respectable and what was
not. There were, nevertheless, certain conventions, which were universally
recognized: wild and drunker behaviours were certainly not respectable,
nor were godlessness or avert promiscuity, not in ill-ordered home life,
unconventional manners, self-indulgence of flamboyant clothes and
personal adornments.
your own words.
The vitality of any teaching, or historical movement, depends upon
what it affirms rather than upon what it affirms rather than upon what it
denies, and its survival and continued power will often mean that its
positives are insufficiently regarded by opposing schools. The grand
positives of Bentham were benevolence and veracity: the passion for the
relief of man's estate, and the passion of truth. Bent ham's multifarious
activities, pursued without abatement to the end of a long life, were
inspired by "dominant and all-comprehensive desire for the amelioration
of human life."; they were inspired, too, by the belief that he had found
the key to all moral truth. This institution, this custom, this code, this
system of legislation -- does it promotes human happiness? Then it is
sound. This theory, this creed, this moral teaching -- does it rightly explain
why virtue is admirable, or why duty is obligatory? The limitation of
Bentham can be gauged by his dismissal of all poetry (and most religion) as
"misrepresentation"; this is his negative side. But benevolence and
veracity are Supreme Values, and if it falls to one of the deniers to be their
special advocate, the believers must have long been drowsed. Bentham
believes the Church teaches children insincerity by making them affirm
what they cannot possibly understand or mean. They promise, for
example, to fulfill the undertaking of their god -- parents, they will
"renounce the devil and all his works, the pomps and vanity of this wicked
world" etc. 'The Devil' Bentham comments: "who or what is he, and how is
it that he is renounced?" Has the child happened to have any dealings with
him? Let the Archbishop of Canterbury tell us, and let him further explain
how his own "works" are distinguished from the aforesaid "Pomps and
Vanity". What king, what Lords Temporal or Spiritual, have ever renounced
them? (Basil Willey)
(i) What does the writer mean by the following expressions:
Multifarious activities, Amelioration of human life, It is sound, Be their
special advocate, Renounce the devil, Drowsed, Gauged, Aforesaid.
(ii) On what grounds does Bentham believe that the Church teaches
children insincerity?
(iii) What is Bentham's philosophy based upon?
(iv) What according to the writer is Bentham's limitation?
(v) In what context has the Archbishop of Canterbury been quoted i.e. is
he praised or condemned?
3.
a comprehensive
Write note (250-300 words) on ONE of the following
subjects.
(i) Society is produced by our wants and government by our wickedness
(Thomas Pain)
(ii) We learn from history that we do not learn form history. (Hegel)
(iii) Liberty doesn't work as well in practice as it does in speeches. (Will
Rogers)
(iv) Politics is strife of interests masquerading as a contest of principles.
(Ambrose Pierce)
(i) The lake freezed rapidly.
(ii) The firm was unwilling to forego its usual commission.
(iii) We watched the lambs gamble on the green.
(iv) He belonged to the gild of carpenters.
(v) He hadn't ought to have spoken.
(vi) Is this his half-brother?
(vii) Hay! Watch out for the car!
(viii) This is the historical spot when he was shot dead.
(ix) We bought a Japanee print.
(x) Fresh flowers smell sweetly.
5. Use any FIVE of the following idioms in sentences to make their meaning
clear.
(i) Blow one's top
(ii) A cock and bull story
(iii) Find one's feet
(iv) Call it a night
(v) The tip of the iceberg
(vi) Below par
(vii) From pillar to post
(viii) Hang up
(ix) Turn some one in
(x) By and by
6. Use any FIVE of the following pairs of words in sentences of your own to
bring out the difference.
(i) Knead, need
(ii) Queue, Cue
(iii) Quarts, Quartz
(iv) Choral, Coral
(v) Discrete, Discreet
(vi) Epoch, Epic
(vii) Libel, Liable
(viii) Male, Mail
(ix) Banned, band
(x) Barred, Bard
7. Complete the conversation with the correct idiom in the correct form.
Keep regular hours, An unearthly hour, The small hours, A night owl, Have
a night out, At any moment, Have one's moments, Have a minute to all
one's own, A night on the town, On the spur of the moment.
"Morning Paul! You look tired". "Yes! I am. I had a late night last night.
I'm not usually but I with some friends
yesterday. I have been so busy all week that I've hardly , so
I really enjoyed . I start work early, so I usually but
yesterday was an exception. I didn't think. I got into bed and must have
fallen asleep, because the next thing I knew my landlady was shaking me,
saying she was sorry to wake me at such , but she thought
there was a burglar in the kitchen".
"Well where was her husband?"
"Mr. Dick's working on the night-shift, and I was the only man in the
house. I am usually a coward, but I do , so I grabbed my tennis racket,
which was the only thing I could think of , and crept
downstairs".
"And then?"
"I saw a dark figure in the kitchen with a knife in his hand, ready to strike
. I was just about to hit him with the racket, when a voice
shouted out", "Hey! It's me! It was Mr. Dick. He had forgotten his
sandwiches".
31. YEAR 2001

1. Make a precis of the following passage in about one third of its length
and suggest a suitable heading.
It was not from want of perceiving the beauty of external nature but
from the different way of perceiving it, that the early Greeks did not turn
their genius to portray, either in colour or in poetry, the outlines, the hues,
and contrasts of all fair valley, and hold cliffs, and golden moons, and rosy
lawns which their beautiful country affords in lavish abundance.
Primitive people never so far as I know, enjoy when is called the
picturesque in nature, wild forests, beetling cliffs, reaches of Alpine snow
are with them great hindrances of human intercourse, and difficulties in
the way of agriculture. They are furthermore the homes of the enemies of
mankind, of the eagle, the wold, or the tiger, and are most dangerous in
times of earthquake or tempest. Hence the grand and striking features of
nature are at first looked upon with fear and dislike.
I do not suppose that Greeks different in the respect form other people,
except that the frequent occurrence of mountains and forests made
agriculture peculiarly difficult and intercourse scanty, thus increasing their
dislike for the apparently reckless waste in nature. We have even in Homer
a similar feeling as regards the sea, -- the sea that proved the source of all
their wealth and the condition fo most of their greatness. Before they had
learned all this, they called it "the unvintagable sea" and looked upon its
shore as merely so much waste land. We can, therefore, easily
understand, how in the first beginning of Greek art, the representation of
wild landscape would find no place, whereas, fruitful fields did not suggest
themselves as more than the ordinary background. Art is those days was
struggling with material nature to which it felt a certain antagonism.
There was nothing in the social circumstances of the Greeks to produce
any revolution in this attitude during their greatest days. The Greek
republics were small towns where the pressure of the city life was not felt.
But as soon as the days of the Greeks republics were over, the men began
to congregate for imperial purposes into Antioch, or Alexandria, or lastly
into Rome, than we seek the effect of noise and dust and smoke and
turmoil breaking out into the natural longing for rural rest and retirement
so that from Alexander's day -- We find all kinds of authors -- epic poets,
lyricist, novelists and preachers -- agreeing in the precise of nature, its rich
colours, and its varied sounds. (Mohaffy: Rambles in Greece)
your own words.
Poetry is the language of imagination and the passions. It relates to
whatever gives immediate pleasure or pain to human mind. It comes
home to the bosoms and business of men: for nothing but what comes
home to them in the most general and intelligible shape can be a subject
of poetry. Poetry is the universal language which the heart holds with
nature and itself. He who has a contempt for poetry cannot have much
respect for himself or for anything else. Whatever there is a sense of
beauty, or power, or harmony, as in the motion of the waves of the sea, in
the growth of a flower, there is poetry in its birth. If history is a grave
study, poetry may be said to be graver, its materials lie deeper, and are
spread wider. History treats, for the most part, cumbersome and unwieldy
masses of things, the empty cases in which the affairs of the world are
packed, under the heads of intrigue or war, in different states, and from
century to century but there is no though of feeling that can have entered
into the mind of man which he would be eager to communicate to others,
or they would listen to with delight, that is not a fit subject for poetry. It is
not a branch of authorship: it is "the stuff of which our life is made". The
rest is mere oblivion, a dead letter, for all that is worth remembering gin
life is the poetry of it. Fear is poetry, hope is poetry, love is poetry, hatred
is poetry. Poetry is that fine particle within us that expands, refines, raises
our whole being; without which "man's life is poor as beasts". In fact, man
is a poetical animal. The child is a poet when he first plays hide and seek,
or repeats the story of Jack the Giant Killer, the shepherd -- boy is a poet
when he first crowns his mistress with a garland of flowers; the
countryman when he stops to look at the rainbow; the miser when he
hugs his gold; the courtier when he
builds his hope upon a smile; the vain, the ambitious the proud, the
choleric man, the hero and the coward, the beggar and the king, all live in
a world of their own making; and the poet does no more than describe
what all others think and act. (Hazlitt)
(i) In what sense is poetry the language of the imagination and the passion?
(ii) How is poetry the Universal Language of the heart?
(iii) What is the difference between history and poetry?
(iv) Explain the phrase: "Man is a poetical animal".
(v) What are some of the actions which Hazlitt calls poetry and its doers
poet?
(vi) Explain the following expressions in the passage.
(a) It relates to whatever gives immediate pleasure or pain to human heat.
(b) A sense of beauty, or power, or harmony.
(c) Cumbersome and unwieldy masses of things.
(d) It is the stuff of which our life is made.
(e) The poet does no more than describe what all others think and act.
3. Write a comprehensive note (250-300) on ONE of the following subjects.
(i) Modern history registers so primary and rapid changes that it cannot
repeat itself
(ii) The golden rule is that there is not golden rule. (G.B. Shaw)
(iii) Crisis tests the true mettle of man
(iv) It is excellent to have a giant's strength; but it is tyrannical to use it like
a giant.
(i) His wisdom consisted of his handling the dangerous situation
successfully.
(ii) Many a girls were appearing in the examination.
(iii) The vehicles run fastly on the Motorway.
(iv) Smoking is injurious of health.
(v) He availed of this situation very intelligently.
(vi) The black vermin is an odious creature.
(vii) What to speak of mean, even, vegetables were not available now.
(viii) No sooner we left our home when it started raining.
(ix) Little money I had I spent on the way.
(x) The criminal was sent on the goal.
5. Use FIVE of the following in sentences to make their meaning clear.
(i) The teaming meanings
(ii) The kick the bucket
(iii) To push to the walls
(iv) To read between the lines
(v) To be at daggers drawn
(vi) To throw down the gauntlet
(vii) To be a Greek
(viii) To stand on ceremony
(ix) From the horse's mouth
(x) To carry the cross
6. Use FIVE of the following pairs of words in sentences.
(i) Brooch, Broad
(ii) Collusion, Collision
(iii) Fain, Feign
(iv) Hoard, Horde
(v) Illusion, Delusion
(vi) Persecute, Prosecute
(vii) Prescribe, Proscribe
(viii) Respectfully, Respectively
(ix) Complecent, Complaisant
7. Read the following dialogue and place the following words in it at proper
places.
(i) Sweating away as usual
(ii) Health first, exam second
(iii) Can you stury while confined to bed
(iv) Has anyone be marketed anywhere?
(v) An unwanted commodity
(vi) As long as there is life, ther is hope
(vii) You will become a thin, gaunt, half-blind wealking with sunken cheeks
and haggard looks.
(viii) Once again grwo into a rose-cheeked young man.
(ix) There is no deviation form it.
(x) The paring of ways.
Good morning Waseem and looking pale. Come out in the
open.
I am sorry, Nadeem. I cannot do that. The examination is drawing near and
I want ti utilize every minute for its preparation.
To hell with exams
Well, health is good but failure is bad. Therefore, one should take books
and study them for the University exam.
Suppose you grow into a bookworm and as a result fall ill.
Again, many boys work hard and get degrees. Do you think they get jobs.
Our society is flooded with graduates but ? They are roaming
about with degrees in their hand. They are .
Well. Degree is an ornament in itself, job or no job. Besides, there is no
need to be hopeless. I am sure when I get a degree with a good grade, I am
sure to get a job in a Government office or in a private firm. You know that
.
Well, how should I explain to you the blessing of a good health. If you
continue treading on this path, . Please come into the fresh air
take exercise and play some game and Don't grow old
prematurely.
Please listen, I want to be a graduate this year, now or never. I have made
up my mind for this and .
Well, if this is your aim, then
Bye
Bye
32. YEAR 2002

1. Make a precis of the the given passage, also give a suitable heading.
'The official name of our species is homo sapiens; but there are many
anthropologists who prefer to think of man as homo Fabcr-thc smith, the
maker of tools. It would be possible, I think, to reconcile these two
definitions in a third. If man is a knower and an efficient doer, it is only
because he is also a talker. In order to be Faber and Sapiens, Homo must
first be loquax, the loquacious one. Without language we should merely be
hairless chimpanzees. Indeed we should be some thing much worse.
Possessed of a high IQ but no language, we should be like the Yahoos of
Gulliver's Travels. Creatures too clever to be guided by instinct, too self-
centered to live in a state of animal grace, and therefore condemned
forever, frustrated and malignant, between contented ape-hood and
aspiring humanity. It was language that made possible the accumulation of
knowledge and the broadcasting of information. It was language that
permitted the expression of religious insight, the formulation of ethical
ideals, the codification of laws. It was language, in a word, that turned us
into human beings and gave birth to civilization.
2. Read the given passage, then give brief answers to the questions placed
at the end in your own words.
There is indeed, something inexpressibly pleasing in the annual
renovation of the world and the new display of the treasures of nature.
The darkness and cold of winter with the naked deformity of every object,
on which we turn our eyes, make us rejoice at the succeeding season, as
well for what we have escaped, as for what we may enjoy. Every budding
flower, which a warm situation brings early to our view, is considered by
us a messenger to notify the approach of more joyous days.
The spring affords to a mind free from the disturbance of cares or
passions almost everything that our present state makes us capable of
enjoying. The variegated Verdure of the fields and woods, the succession
of grateful ordours, the voice of pleasure pouring out its notes on every
side, with the gladness apparently conceived by every animal from the
growth of its food and the clemency of the weather, throw over the whole
earth an air of gaiety, significantly expressed by smile of nature. (Samuel
John Son)
Questions
(i) Give the meanings of the underlined expressions in the passage in your
own words.
(ii) How does an early budding flower become a messenger of happy days?
(iii) Who, according to the writer, can make the best of the spring season?
(iv) Why are all animals glad at the approach of spring?
(v) Suggest a title for the passage.
3.
a comprehensive
Write note (250-300 words) on ONE of the following
subjects.
(i) The winds are always on the side of the ablest navigator
(ii) Keep your face to the sunshine and you cannot see the shade.
(iii) In strategy it is important to see distant things close, and take a distant
view of close things.
(iv) You will find poetry nowhere unless you bring some with you.
4. Change the voice of the verb in the following sentences.
(i) The production of Cash Crops directly affects the economy of an
agricultural country.
(ii) The accelerated car sped past the traffic signal and crashed into a van
and killed two men.
(iii) The students were asked to submit the assignment before the end of
the day.
(iv) The new budget was being discussed.
(v) The Manager has announced a bonus for all the workers.
(vi) The police chased the dacoit and finally arrested him.
(vii) It was difficult to finish the work on time.
(viii) At last the speech ended and prizes were distributed.
(ix) She manages her duties, without any help, despite her blindness.
(x) I appreciate your efforts and hope you will continue in the same
fashion.
5. Change the following sentences from Direct Speech to Indirect Speech.
(i) "Hurrah!" Said the captain of the team, "we won the match".
(ii) "Please Sir, take pity on the poor beggar woman", the wretched old
woman asked for alms.
(iii) They say, "Is this the right time to arrive? Aren't you forgetting
something?"
(iv) He often says, "I am always willing to help the needy, if I am assured
they are really in need."
(v) The master said, "How long will you take in warming my meal?"
(vi) The boy said, "Alas! I could not pass my examination".
(vii) "Come here quickly and work out this problem on the blackboard"
said the teacher.
(viii) "What a lovely evening!" Said Irum.
(ix) "What is the name of this beautiful building?" asked the visitor.
(x) He said, "Sit down over here and don't move until I allow you".
(i) I shall not come here unless you will not call me.
(ii) He does not have some devotion for the project you have given him.
(iii) I went to either of the four hill stations.
(iv) Who did you meet on your way to school?
(v) You must remember that you are junior than Hamid.
(vi) Aslam, as well as, his four friends were planning to visit the museum.
(vii) Where you went in the vacation?
(viii) This is the youngest and most intelligent of my two sons.
(ix) He is one of those who always succeed.
(x) I congratulate you for your success.
7. Make sentences with the given idiomatic phrases so that their meaning
become clear.
(i) Take aback
(ii) Take after
(iii) Take for
(iv) Take ill
(v) Take off
(vi) Take over
(vii) Take to
(viii) Take to task
(ix) Take to one's heels
(x) Take with a grain or pinch of salt
33. YEAR 2003

1. Make a precis of the given passage and give a suitable heading.
If then a practical end must be assigned to a University course, I say it is
that of training good members of a society. Its art is the art of social life,
and its end is fitness for the world. It neither confines its views to
particular professions on the one hand, nor creates heroes or inspires
genius on the other. Works indeed of genius fall under not art; heroic
minds come under no rule: a University is not a birthplace of poets or of
immortal authors, of founders of schools, leaders of colonies, or
conquerors of nations. It does not promise a generation of Aristotle or
Newtons of Napoleons or Washingtons of Raphaels or Shakespeares
through such miracles of nature it has before now contained within its
precincts. Nor is it content on the other hand with forming the critic or the
experimentalist, the economist or the engineer, trough such too it includes
within its scope. But a University training is the great ordinary means to a
great ordinary end; it aims at raising the intellectual tone of society, at
cultivating the public mind, at purifying the national taste, at supplying
true principles to poplar aspirations. It is the education which gives a
man a clear conscious view of his own opinions and judgments, a truth in
developing them, an eloquence in expressing them, and a force in urging
them, it teaches him to select things as they are, to go right to the point,
to disentangle a skein of though, to detect what is sophistical and to
discard what is irrelevant. It prepares him to fill any post with credit, and
to master any subject with facility. (John
H. Nswman)
your own words.
My father was back in work within days of his return home. He had a
spell in the shipyard, where the lost of the great Belfast liners, the
CANBERRA, was under construction, and then moved to an electronics
firm in the east of the city. (These were the days when computers were
the size of small houses and were built by sheet metal workers). A short
time after he started in this job, one of his colleagues was sacked for
taking off time to get married. The workforce went on strike to get the
colleague reinstated. The dispute, dubbed the Honeymoon Strike, made
the Belfast papers. My mother told me not long ago that she and my
father, with four young sons, were hit so hard by that strike, that for years
afterwards they were financially speaking, running to stand still. I don't
know how the strike ended, but whether or not the colleague got his old
job back, he was soon in another, better one. I remember visiting him and
his wife when I was still quite young, in their new bungalow in Belfast
northern suburbs. I believe they left Belfast soon after the Troubles began.
My father then was thirty-seven, the age I am today. My Hither and I are
father and son, which is to say we are close without knowing very much
about one another. We talk about events, rather than emotions. We keep
from each other certain of our hopes and fears and doubts. I have never
for instance asked my father whether he has dwelt on the direction, his life
might have taken if at certain moments he had made certain other
choices. Whatever, he found himself, with a million and a half of his
fellows, living in what was in all but name a civil war. As a grown up I try
often to imagine what it must be like to be faced with such a situation.
What, in the previous course of your life, prepares you for arriving, as my
father did, at the scene of a bomb blast close to your brother's place of
work and seeing what you suppose, from the colour of the hair, to be your
brother lying in the road, only to find that you are cradling the remains of
a woman? (Glenn Patterson)
(i) From your reading of the passage what do you infer about the nature of
the "Troubles" the writer mentions.
(ii) What according to the writer were the working conditions in the
Electronics firm where his father worked?
(iii) Why was his father's colleague sacked?
(iv) How does the writer show that as father and son they do not know
much about each other?
(v) Explain the underlined words/phrases in the passage:
Made the Belfast papers, Had a spell, Dubbed, Was sacked, Hit hard
3. Write a comprehensive note (250-300) words on ONE of the following.
(i) Lots of people confuse bad management with density
(ii) If a window of opportunity appears don't pull down the shade
(iii) We are all inclined to judge ourselves by our ideals: others by their act
(iv) Goodwill is earned by many acts: it can be lost by one.
4. Change the voice of the verb in the following sentences.
(i) The assassins shot the leader in broad daylight.
(ii) The President inaugurated the Motorway recently.
(iii) Will you negotiate the matter with the opposition?
(iv) Why should I be suspected by you?
(v) The establishment is pleased with your performance.
(vi) The parliament members gave a hard time to the prime minister.
(vii) The prisoners in Cuba are being treated cruelly by the so-called
Human Rights custodians.
(viii) The present Government is serving the people honestly.
(ix) Who did this?
(x) The Palestinians are avenging the death of their leaders.
5. Change the following to reported speech.
(i) "This is your house, ins't it?" asked Jemmie.
(ii) "Where do you want to be dropped?" said the taxi driver.
(iii) "Call the first witness", said the judge.
(iv) "Don't blame him for the accident", the boy's mother said.
(v) He said, " I banged on Cliffs door but he din not answer".
(vi) "Where is the boat? Hurry up we are being chased". she cried.
(vii) "I have lost my way. Can you direct me to the Post Office please?" said
the old lady.
(viii) He said to me, "What a pity you missed such and important meeting".
(ix) "How wonderful! Why didn't you suggest this plan earlier?"
(x) He said, "Let's wait till the road gets cleared".
(i) The hostel provides boarding and lodging to students.
(ii) My cousin-brother will come to meet me.
(iii) He lives backside of my house.
(iv) You have read it. Isn't it?
(v) We discussed about this question.
(vi) I am studying in an University for an year.
(vii) Neither he nor I are at fault.
(viii) The committee have issued a notice.
(ix) One must boast of his great qualities.
(x) It is one of the best speeches that has ever been made in the General
Assembly.
7. Use the following in your own sentences to bring out their meaning.
(i) Kick the bucket
(ii) Bolt from the blue
(iii) Put your foot down
(iv) Worth your salt
(v) Down the drain
(vi) All cars
(vii) Swan song
(viii) Cheek by Jowl
(ix) In a nutshell
(x) Give me five
34. YEAR 2004

1. Make a precis of the given passage and suggest a suitable heading.
We're dealing with a very dramatic and very fundamental paradigm
shift here, You may try to lubricate your social interactions with
personality techniques and skills, but in the process, you may truncate the
vital character base. You can't have the fruits without the roots. It's the
principle of sequencing: Private victory precedes Public Victory. Self-
mastery and self-discipline are the foundation of good relationship with
others. Some people say that you have to like yourself before you can like
others. I think that idea has merit but if you don't know yourself, if you
don't control yourself, if you don't have mastery over yourself, it's very
hard to like yourself, except in some short-term, psych-up, superficial way.
Real self- respect comes form dominion over self from true independence.
Independence is an achievement. Inter dependence is a choice only
independent people can make. Unless we are willing to achieve real
independence, it's foolish to try to develop human relations skills. We
might try. We might even have some degree of success when the sun is
shinning. But when the difficult times come - and they will - We won't have
the foundation to keep things together. The most important ingredient we
put into any relationship is not what we say or what we do, but what we
are. And if our words and our actions come form superficial human
relations techniques (the Personality Ethic) rather than from our own inner
core (the Character Ethic), others will sense that duplicity. We simply
won't be able to create and sustain the foundation necessary for effective
interdependence. The techniques and skill that really make a difference in
human interaction are the ones that almost naturally flow from a truly
independent character. So the place to begin building any relationship is
inside ourselves, inside our Circle of Influence, our own character. As we
become independent - Proactive, centered in correct principles, value
drive and able to organize and execute around the priorities in our life
with integrity - we then can choose to become interdependent - capable of
building rich, enduring, highly productive relationships with other people.
your own words.
We look before and after, wrote Shelley, and pine for what is not. It is
said that this is what distinguishes us from the animals and they they,
unlike us, live always for and in the movement and have neither hopes nor
regrets. Whether ti is so or not I do not know yet it is undoubtedly one of
our distinguishing mental attributes: we are actually conscious of our life in
time and not merely of our life at the moment of experiencing it. And as a
result we find many ground for melancholy and foreboding. Some of us
prostrate ourselves on the road way in Trafalgar Square or in front of the
American Embassy because we are fearful that our lives, or more
disinterestedly those of our descendants will be cut short by nuclear war.
If only as squirrels or butterflies are supposed to do, we could let the
future look after itself and be content to enjoy the pleasures of the
morning breakfast, the brick walk to the office through autumnal mist or
winter fog, the mid-day sunshine that sometimes floods through windows,
the warm, peaceful winter evenings by the fireside at home. Yet all
occasions for the contentment are so often spoiled for us, to a greater of
lesser degree by our individual temperaments, by this strange human
capacity for foreboding and regret - regret of things which we cannot undo
and foreboding for things which may never happen at all. Indeed were it
not for the fact that over breaking through our human obsessions with the
tragedy of time, so enabling us to enjoy at any rate some fleeting
moments untroubled by vain yearning or apprehension, our life would not
be intolerable at all. As it is, we contrive, everyone of us, to spoil it to a
remarkable degree.
(i) What is the difference between our life and the life of an animal?
(ii) What is the result of human anxiety?
(iii) How does the writer compare man to the butterflies and squirrels?
(iv) How does anxiety about future disturb our daily life?
(v) How can we make our life tolerable?
(vi) Explain the underlined words/phrases in the passage.
3. Write a comprehensive note (250-300 words) on ONE of the following.
(i) One may smile and smile, and be a villain
(ii) Gather ye rosebuds while ye may.
(iii) No sensible man ever made an apology
(iv) Our thoughts are ours, their ends none of our own
the
4. (a)world
Choose
that is nearly similar in meaning to the world in
capital letters.
(i) ARCHIPELAGO: (reef, glacier, cluster of islands, lagoon)
(ii) PIAZZA: (cheese dish, veranda, public square, style or dash)
(iii) BAKLAVA: (stringed instrument, dessert, whining dance, gratuity)
(iv) IONIC: (Indian stone monument, Greek architecture, Roman sculpture,
Mediterranean Sea)
(v) CICERONE: (teacher, literary classic, chaperone, guide)
(b) Pick the one most nearly opposite in meaning to the capitalized word.
(i) DESICCATE: (lengthen, hallow, exonerate, saturate, anesthetize)
(ii) APOTHEOSIS: (departure from tradition, impatience with stupidity,
demotion from glory, surrender to impulse, cause for grief)
(iii) SPUNK: (success, timidity, growing awareness, loss of prestige, lack of
intelligence)
(iv) CAVIL: (discern, disclose, introduce, flatter, commend)
(v) RAUCOUS: (orderly, absorbent, buoyant, mellifluous, contentious)
5. (a) Change the Voice of any FIVE of the following sentences.
(i) International Humanitarian Law forbids actions leading to unnecessary
death and suffering.
(ii) Why should I antagonize you?
(iii) Let Manchoo be told about the jokes of Mulla Nasiruddin.
(iv) Why have the roads not been constructed by the government in this
part of the country?
(v) Do not kill your ability by roaming in the streets.
(vi) Your cousin is drawing a large sum of money from his account.
(vii) Build your house when cement is cheap.
(b) Correct any FIVE of the following sentences.
(i) Passing through ten different cities, Karachi is the most active.
(ii) He was laid up for six week with two broken ribs.
(iii) Someone showed the visitors in the room.
(iv) Until you remain idle you will make no progress.
(v) It is very wrong to be devoted to lying and cheating.
(vi) He told me that he is waiting for me since a long time.
(vii) The house stood up in the dull street because of its red door.
(viii) He brought the articles to the market which he wanted to sell.
6. (a) Use any FIVE of the following in your own sentences to bring out their
meaning.
(i) To bring grist to the mill
(ii) Set one's cap at
(iii) To draw the long bow
(iv) To send a person to Coventry
(v) Beer and skittles
(vi) The acid test
(vii) A skeleton in the cupboard
(viii) To discover a mare's nest
(b) Use FIVE of the following pairs of words in your own sentences so as to
(i) Auger, Augur
(ii) Fain, Feign
(iii) Emigrate, Immigrate
(iv) Envy, Jealousy
(v) Invade, Attack
(vi) Trifling, Trivial
(vii) Simulation, Dissimulation
(viii) Venal, Venial
35. YEAR 2005

Basically, psychoses and neuroses represent man's inability to maintain
a balanced or equated polarity in conducting his life. The ego becomes
exclusively or decidedly one sided. In psychoses there is a complete
collapse of the ego back into the inner recesses of the personal and
collective unconsciouses. When he is repressed toward fulfilling some life
goal and where he is further unable to sublimate himself toward another
goal, man regresses into goal structures not actually acceptable to himself
or to the society. Strong emotional sickness of the psychotic type is like
having the shadow run wild. The entire psyche regresses to archaic, animal
forms of behaviors. In less severe forms of emotional sickness there may
be an accentuated and overpowering use of one of the four mental
functions at the expense of the other three. Either taking, feeling, intuiting
or seeing may assume such a superior role as to render the other three
inoperative. The persona may become so dominant as to create a totally
one-sided ego, as in some forms of neurotic behavior. All in all, whatever
the type of severity of the emotional disorder, it can be taken as a failure
of the psyche to maintain a proper balance between the polarities of life.
Essentially, psychoses and neuroses are an alienation of the self from its
true goal of self actualization. In this sense the culture is of no
consequence. Emotional disorder is not a question being out of tune with
one's culture so much as it is of being out of tune with one's self.
Consequently, neurosis is more than bizarre behavior, especially as it may
be interpreted by contemporaries in the culture. This interpretation avoids
the sociological question of what is a mental disorder, since form of
behavior which is acceptable on one culture may be considered neurotic in
other culture. To Jung, the deviation from cultural norms is not the point.
The inability to balance out personal polarities is.
2. Here is an excerpt from the autobiography of a short story writer. Read it
carefully and answer the questions that follow.
My father loved all instruments that would instruct and fascinate. His
place to keep things was the drawer in the 'library table' where lying on
the top of his folder map was a telescope with brass extensions, to find the
moon and the Big Dripper after supper in our front yard, and to keep
appointments with eclipses. In the back of the drawer you could find a
magnifying glass, a kaleidoscope and a gyroscope kept in black buckram
box, which he would sent dancing for us on a string pulled tight. He had
also supplied himself with an assortment of puzzles composed of metal
rings and intersecting links and keys chained together, impossible for the
rest of us, however, patiently shown, to take apart, he had an almost
childlike love of the ingenious. In time, a barometer was added to our
dinning room wall, but we didn't really need it. My father had the country
boy's accurate knowledge of the weather and its skies. He went out and
stood on our front steps first thing in the morning and took a good look at
it and a sniff. He was a pretty good weather prophet. He told us children
what to do if we were lost in a strange country. 'Look for where the sky is
brightest along the horizon', he said. 'The reflects the nearest river. Strike
out for a rive and you will find habitation.' Eventualities were much on his
mind. In his care for us children he cautioned us to take measures against
such things as being struck by lightening. He drew us all way from the
windows during the severe electrical storms that are common where we
live. My mother stood apart, scoffing at caution as a character failing. So I
developed a strong meteorological sensibility. In years ahead when I wrote
stories, atmosphere took its influential role from the start. Commotion in
the weather and the inner feelings aroused by such a hovering disturbance
emerged connected in dramatic form.
(i) Why did the writer's father spend time studying the skies?
(ii) Why does the writer think that there was not need of a barometer?
(iii) What does the bright horizon meant for the writer's father?
(iv) How did her father influence the writer in her later years?
(v) Explain the underlines words and phrases in the passage.
3. Write a comprehensive note (250-300) on any ONE of the following.
(i) Each man is the architect of his own density
(ii) Ignorance is bliss, knowledge worry
(iii) Democracy fosters mediocrity
(iv) They know enough who know how to learn
the
4. (a)word
Choose
capital letters.
(i) ANATHEMA: (curse, cure, anemia, asthma)
(ii) TORPOR: (fever, lethargy, taciturn, torrid)
(iii) TOUCHSTONE: (criterion, gold, character, characteristics)
(iv) SEQUESTER: (eliminate, finalize, sedate, isolate)
(v) DENOUEMENT: (denunciation, dormancy, termination, explanation)
(b) Pick the most nearly opposite in meaning to the capitalized letters.
(i) DELETERIOUS: (nourishing, injurious, vital, fatal)
(ii) VALEDICTORY: (farewell, final, hopeful, parting)
(iii) SEDENTARY: (afraid, loyal, active, torpid)
(iv) TURBID: (muddy, clear, invariable, improbable)
(v) PHLEGMATIC: (dull, active, lymphatic, frigid)
5.
narration
(a) Change
fromthedirect to indirect or indirect to direct
speech (do any five)
(i) Our sociology professor said, "I expect you to be in class every day.
Unexcused absences may affect your grades".
(ii) My father often told me, "Every obstacle is steppingstone to success.
You should view problems in your life as opportunities to improve
yourself".
(iii) When Tom asked Jack whey he couldn't go to the game, Jack said he
didn't have enough money for a ticket.
(iv) When I asked the ticket seller if the concert was going to be
rescheduled, she told me that she didn't know and said that she just
worker there.
(v) Ali said, "I must go to Lahore next week to visit my ailing mother".
(vi) The policeman told the pedestrian, "You mustn't cross the road against
the red light".
(vii) Ahmed asked if what I said was really true.
(viii) Sarah wanted to know where they would be tomorrow around three
O'clock.
(b) Make corrections in any FIVE of the following where necessary.
(i) What does a patient tell a doctor it is confidential?
(ii) It is a fact that I almost drowned makes me very careful about water
safety whenever I go swimming.
(iii) Did they not consider this as quiet convincing.
(iv) St Peter's at Rome is the largest of all other churches.
(v) The amount they receive in wages is greater than twenty years ago.
(vi) They succeeded with hardly making any effort.
(vii) Whatever have you done!
(viii) The officers were given places according to their respective ranks.
6. (a) Use any FIVE of the following in your own sentences to bring out their
meaning.
(i) Keep ones nose to the grindstone
(ii) Throw someone for a loop
(iii) Letter perfect
(iv) Off the wall
(v) Out to lunch
(vi) Salt something away
(vii) Take someone to the cleaners
(viii) Wear the pants in the family
(b) Use any FIVE of the following pairs of words in your own sentences so as
(i) Council, Counsel
(ii) Distinct, Distinctive
(iii) Apposite, Opposite
(iv) Deprecate, Depreciate
(v) Punctual, Punctilious
(vi) Judicial, Judicious
(vii) Salutary, Salubrious
(viii) Canvas, Canvass
36. YEAR 2006

It was not so in Greece, where philosophers professed less, and
undertook more. Parmenides pondered nebulously over the mystery of
knowledge; but the pre-Socratic kept their eyes with fair consistency upon
the firm earth, and sought to ferret out its secrets by observation and
experience, rather than to create it by exuding dialectic; there were not
many introverts among the Greeks. Picture Democritus, the Laughing
Philosopher; would he not be perilous company for the desiccated
scholastic who have made the dispute about the reality of the external
world take the place of medieval discourses on the number of angles that
could sit on the point of a pin? Picture Thales, who met the challenge that
philosophers were numskulls by "cornering the market" and making a
fortune in a year. Picture Anaxagoras, who did the work of Darwin for the
Greeks and turned Pericles form a wire-pulling politician into a thinker and
a statesman. Picture old Socrates, unafraid of the sun or the stars, gaily
corrupting young men and overturning governments; what would he have
done to these bespectacled seedless philosophasters who now litter the
court of the once great Queen? To Plato, as to these virile predecessors,
epistemology was but the vestibule of philosophy, akin to the
preliminaries of love; ti was pleasant enough to a while, but it was far from
the creative consummation that drew wisdom's lover on. Here and there
in the shorter dialogues, the Master dallied amorously with the problems
of perception, thought, and knowledge; but in his more spacious moments
he spread his vision over larger fields, but himself ideal states and brooded
over the nature and destiny of man. And finally in Aristotle philosophy was
honoured in all her boundless scope and majesty; all her mansion were
explored and made beautiful with order; here every problem found a place
and every science brought its toll to wisdom. These men knew that the
function of philosophy was not to bury herself in the obscure retreats of
epistemology, but to come forth bravely into every realm of inquiry, and
gather up all knowledge for the coordination and illumination of human
character and human life.
2. Read the passage and answer the questions that follow.
"Elegant economy!" How naturally one fold back into the phraseology
of Cranford! There economy was always "elegant", and money-spending
always "vulgar and ostentatious"; a sort of sour grapeism which made up
every peaceful and satisfied I shall never forget the dismay felt when
certain Captain Brown came to live at Cranford, and openly spoke of his
being poor -- not in a whisper to an intimate friend, the doors and
windows being previously closed, but in the public street in a loud military
voice alleging his poverty as a reason for not taking a particular house. The
ladies of Cranford were already moving over the invasion of their
territories by a man and a gentleman. He was a half-pay captain, and had
obtained some situation on a neighbouring rail-road, which had been
vehemently petitioned against by the little town; and if in addition to his
masculine gender, and his connection with the obnoxious railroad, he was
so brazen as to talk of his being poor - why, then indeed, he must be sent
to Coventry. Death was a true and as common as poverty; yet people
never spoke about
that loud on the streets. It was a word not to be mentioned to ears polite.
We had tacitly agreed to ignore that any with whom we associated on
terms of visiting equality could ever be prevented by poverty from doing
anything they wished. If we walked to or from a party, it was because the
weather was so fine, or the air so refreshing, not because sedan chairs
were expensive. If we wore prints instead of summer silks, it was because
we preferred a washing material; and so on, till we blinded ourselves to
the vulgar fact that we were, all of us, people of very moderate means.
(i) Give in thirty of your own words what we learn from this passage of
Captain Brown.
(ii) Why did the ladies of Cranford dislike the Captain.
(iii) What reasons were given by the ladies of Cranford for "not doing
anything that they wished"?
(iv) "Ears Polite". How do you justify this construction?
(v) What is the meaning and implication of the phrases?
Sour-grapeism, The invasion of their territories, Sent to Coventry, Tacitly
agreed, Elegant economy
3.
a comprehensive
Write note (250-300 words) on any ONE of the
following.
(i) Where ignorance is bliss, it is folly to be wise
(ii) A pen becomes a clarion
(iii) Charms strike the sight but merit wins the soul
(iv) What fools these mortals be!
(v) Stolen glances, sweeter for the theft.
the
4. (a)word
Choose
capital letters.
(i) FINICKY: (unstable, troubled, fussy, unpleasant)
(ii) SAMIZDAT: (underground press, secret police, twirling jig, large metal
tea urn)
(iii) VELD: (arctic wasteland, European plains, South African grassland,
deep valley)
(iv) CAJUN: (French-Canadian descendant, American Indian, Native of the
Everglades, early inhabitant of the Bahama Islands)
(v) LOGGIA: (pathway, marsh, gallery, carriage)
(b) Pick the most nearly opposite in meaning to the capitalized word.
(i) CAPTIOUS: (tolerant, capable, winning, recollected)
(ii) PENCHANT: (dislike, attitude, imminence, distance)
(iii) PUTATIVE: (powerful, colonial, undisputed, unremarkable)
(iv) FACSIMILE: (imitation, model, mutation, pattern)
(v) LARCENY: (appropriation, peculation, purloining, indemnification)
5. (a) Change the narration from direct to indirect and from indirect to
direct speech. (only five)
(i) He said, "Let it rain ever so hard I shall go out".
(ii) The mother said to the young girl, "Do you know where Salim is?"
(iii) The officer said, "Hand it all! Can you not do it more neatly?"
(iv) Invoking our help with a loud voice she asked us whether we would
come to her aid.
(v) He exclaimed with an oath that no one could have expected such a turn
of events.
(vi) The teacher said to his students, "Why did to come so late?"
(vii) They applauded him saying that he had done well.
(viii) "You say", said the judge, "the bag you lost contained one hundred
and ten pounds?"
(b) Correct only FIVE of the following.
(i) Playing a game regularly is better than to read books always.
(ii) A good reader must be hardworking and possess intelligence.
(iii) I noticed Akbar was carrying a bag in his hand.
(iv) Having entered his house, the door was shut at once.
(v) He thinks that his writing is better than his friend.
(vi) He is such a man who is liked by everyone.
(vii) I sent a verbal message to my friend.
(viii) He has visited as many historical places as one has or can visit.
Use
Q.6. only
(a) FIVE of the following in sentences to bring out their
meaning.
(i) Twiddle with
(ii) Vamp up
(iii) Whittle away
(iv) Winkle out
(v) Give someone the burn's rush
(vi) Loom large
(vii) Besetting sin
(viii) To hang fire
(b) Use only FIVE pairs of words in sentences.
(i) Veracity, Voracity
(iii) Moat, Mote
(iv) Loath, Loathe
(v) Ingenious, Ingenuous
(vi) Fair, Feign
(vii) Emigrant, Immigrant
(viii) Wreak, Wreck
37. YEAR 2007

The author of a work of imagination is trying to effect us wholly, as
human beings, whether he knows it or not; and we are affected by it, as
human beings, whether we intend to be or not. I suppose that everything
we eat has some effect upon us than merely the pleasure of taste and
mastication; it affects us during the process of assimilation and digestion;
and I believe that exactly the same ti true of any thing we read.
The fact that what we read does not concern merely something called
our literary taste, but that if affects directly, though only amongst many
other influences, the whole of what we are, is best elicited, I think, by a
conscientious examination of the history of our individual literary
education. Consider the adolescent reading of any person with some
literary sensibility. Everyone, I believe, who is at all sensible to the
seductions of poetry, can remember some moment in youth when he or
she was completely carried away by the work of one poet. Very likely he
was carried away by several poets, one after the other. The reason for this
passing infatuation is not merely that our sensibility to poetry is keener in
adolescence than in maturity. What happens is a kind of inundation, or
invasion of the undeveloped personality, the empty (swept and garnished)
room, by the stronger personality of the poet. The same thing may happen
at a later age to persons who have not done much reading. One author
takes complete possession of us for a time; then another, and finally they
begin to affect each other in our mind. We weigh one against another; we
see that each has qualities absent from others, and qualities incompatible
with the qualities of others: we begin to be, in fact, critical: and it is our
growing critical power which protects us from excessive possession by
anyone literary personality. The good critic and we should all try to critics,
and not leave criticism to the fellows who write reviews in the papers - is
the man who, to a keen and abiding sensibility, joins wide and increasingly
discriminating. Wide reading is not valuable as a kind of hoarding, and the
accumulation of knowledge or what sometimes is meant by the term 'a
well-stocked mind'. It is valuable because in the process of being affected
by one powerful personality after another, we cease to be dominated by
anyone, or by any small number. The very different views of life,
cohabiting in our minds, affect each other, and our own personality asserts
itself and gives each a place in some arrangement peculiar to our self.
Strong section of industrialists who still imagine that men can be mere
machines and are at their best machines if they are mere machines
already menacing what they call "useless education". They deride the
classics, and they are mildly contemptuous of history, philosophy, and
English. They want our educational institutions, from the oldest
universities to the youngest elementary schools, to concentrate on
business or the things that are patently useful in business. Technical
instruction is to be provided for adolescent artisans; book keeping and
shorthand for prospective clerks; and the cleverest we are to set to
"business methods", to modern languages (which can be used in
correspondence with foreign firms), and to science (which can be applied
to industry). French and German are the languages, not of Montaigne and
Goethe, but of Schmidt Brothers, of Elberfeld and Dupont et Cie, of Lyons.
Chemistry and Physics are not explorations into the physical constitution
of the universe, but sources of new dyes, new electric light filaments, new
means of making things which can be sold cheap and fast to the Nigerian
and the Chinese. For Latin there is a Limited field so long as the druggists
insist on retaining in their prescriptions. Greek has no apparent use at all,
unless it be as a source of syllables for the hybrid names of patent
medicines and metal polishes. The soul of man, the spiritual basis of
civilization. What gibberish is that?
Questions
(i) What kind of education does the writer deal with?
(ii) What kind of education does the writer favour? How do you know?
(iii) Where does the writer express most bitterly his feelings about the
neglect of the classics?
(iv) Explain as carefully as you can the full significance of the last sentence.
(v) Explain the underlined words and phrases in the passage.
3. Write a note (250-300 words on any ONE of the following.
(i) Honesty is the best policy but advertising also helps.
(ii) It is hard for an empty bag to stand upright
(iii) A suspicious parent makes an artful child.
(iv) Spontaneity and creativity as symbols of freedom
(v) Means justify ends
Q.4. (a) Choose synonyms (only five)
(i) LACUNAE: (tiny marine life, shallow water, local dialect, missing parts)
(ii) PAROXYSM: (moral lesson, sudden outburst, contradiction, pallid
imitation)
(iii) GROTTO: (statue, cavern, neighbourhood, type of moth)
(iv) FETTER: (rot, to restrain, make better, enable to fly)
(v) STOICISM: (indifference, boldness, deep affection)
(vi) SUCCULENT: (edible, parched, generous, mature)
(vii) MALEDICTION: (compliment, summary, perfume, awkwardness)
(b) Pick the most nearly opposite in meaning to the capitalized words.
(i) TWINE: (straighten, continue, unravel, detach)
(ii) FRUGAL: (prodigal, intemperate, extravagant, profuse)
(iii) GAWKY: (neat, handy, graceful, handsome)
(iv) CAPRICIOUS: (firm, decided, inflexible, constant)
(v) CONGEAL: (liquefy, mollify, harden, solidify)
5. (a) Change the narration from direct to indirect or indirect to direct
speech. (do any five)
(i) "This world, "he declared" is full of sorrow. Would that I were dead!"
(ii) He said to me, "Come early; we shall be waiting for you".
(iii) "How delighted I am, "said he, "to meet my friends here by my own
fireside!"
(iv) The man said that he was quite sure she should succeed.
(v) John exclaimed with a sigh that he was ruined.
(vi) The constable inquired of the man where he was going.
(vii) The boy said that he would walk.
(viii) "What losses, "cried he, "have I suffered? What anguish have I
endured!"
(b) Correct only FIVE in the following.
(i) Either of these three umbrellas will suit me.
(ii) Shall you not take my word in this matter?
(iii) This poor man was suffering much for a long time past.
(iv) If he had not died, he would grow up to be a murderer.
(v) Neither he nor I are in the wrong.
(vi) It is high time they mend this road.
(vii) I heard him went down the stairs.
(viii) Paper is made of wood.
6. (a) Use any FIVE of the following in sentences which illustrate their
meaning.
(i) To put the lid on
(ii) Flavour of the mouth
(iii) Zero hours
(iv) Gloom and doom
(v) To pig out
(vi) Bag people
(vii) Compassion fatigue
(viii) No to mice matters
(b) Use only FIVE of the following pairs of words in sentences which
illustrate their meaning.
(i) Affluence, Effluence
(ii) Wretch, Retch
(iii) Euphemistic, Euphuistic
(iv) Amoral, Immoral
(v) Imperial, Imperious
(vi) Degrade, Denigrate
(vii) Temporal, Temporary
(viii) Precipitate, Precipitous
38. YEAR 2008

the title.
Objective pursued by, organizations should be directed to the
satisfaction of demands resulting from the wants of mankind. Therefore,
the determination of appropriate objective for organized activity must be
preceded by an effort to determine precisely what their wants are.
Industrial organizations conduct market studies to learn what consumer
goods should be produced. City Commissions make surveys to ascertain
what civic projects would be of most benefit. Highway Commissions
conduct traffic counts to learn what constructive programmes should be
undertaken, Organizations come into being as a means for creating and
exchanging utility. Their success is dependent upon the appropriateness of
the series of acts contributed to the system. The majority of these acts is
purposeful, that it, they are directed to the accomplishment of some
objectives. These acts are physical in nature and find purposeful
employment in the alteration of the physical environment. As a result
utility is created, which, through the process of distribution, makes it
possible for the cooperative system to endure.
Before the industrial Revolution most cooperative activity was
accomplished in small owner managed enterprises, usually with a single
decision maker and simple organizational objectives. Increased technology
and the growth of industrial organization made necessary the
establishment of a hierarchy of objectives. This in turn, required a division
of the management function until today a hierarchy of decision makers
exists in most organizations.
The effective pursuit of appropriate objectives contributes directly to
the organizational efficiency. As used there, efficiency is a measure of the
want satisfying power of the cooperative system as a whole. Thus
efficiency is the summation of utilities received from the organization
divided by the utilities given to the organization, as subjectively evaluated
by each contributor.
The functions of the management process is the delineation of
organizational objectives and the coordination of activity towards the
accomplishment of these objectives. The system of coordinated activities
must be maintained so that each contributor, including the manager, gains
more than he contributes.
2. Read the following passage carefully and answer all the questions give
at the end.
These phenomena, however, are merely premonitions of a coming
storm, which is likely to sweep over the whole of India and the rest of Asia.
This the the inevitable outcome of a wholly political civilization, which has
looked upon man as a thing to be exploited and not as a personality to be
developed and enlarged by purely cultural forces. The people are Asia are
bound to rise against the acquisitive economy which the West have
developed and imposed on the nations of the East. Asia cannot
comprehend modern Western capitalism with its undisciplined
individualism. The faith, which you represent, recognizes the worth of the
individual, and disciplines him to give away all the service of God and man.
Its possibilities are not yet exhausted. It can still create a new world where
the social rank of man is not determined by his caste or colour or the
amount of dividend he earns, but by the kind of life he lives, where the
poor tax the rich, where human society is founded not on the equality of
stomachs but on the equality of spirits, where an untouchable can marry
the daughter of the king, where private ownership is a trust and where
capital cannot be allowed to accumulate so as to dominate that real
producer of wealth. This superb idealism of your faith, however, needs
emancipation from the medieval fancies of theologians and logists.
Spiritually, we are living in a prison house of thoughts and emotions, which
during the course of centuries we have woven round ourselves. And be it
further said to the shame of us -- men of older generation -- that we have
failed to equip the younger generation for the economic, political and
even religious crisis the the present age is likely to bring. The while
community needs a complete overhauling of its present mentality in order
that it may again become capable of feeling the urge of fresh desires and
ideals. the Indian Muslim has long ceased to explore the depths of his own
inner life. The result is that he as ceased to live in the full glow and colour
of life, and is consequently in danger of an unmanly compromise with
force, which he is made to think he cannot vanquish in open conflict. He
who desires to change an unfavourable environment must undergo a
complete
transformation of his inner being. God changes not the condition of a
people until they themselves take the initiative to change their condition
by constantly illuminating the zone of their daily activity in the light of a
definite ideal. Nothing can be achieved without a firm faith in the
independence of one's own inner life. This faith alone keeps a people's eye
fixed on their goal and save them from perpetual vacillation. The lesson
that past experiences has brought to you must be taken to heart. Expect
noting from any side. Concentrate your whole ego on yourself alone and
ripen your clay into real manhood if you wish to see your aspiration
realized.
Questions
(i) What is the chief characteristic of the modern political civilization?
(ii) What are possibilities of our faith, which can be of advantage to the
world?
(iii) What is the chief danger confronting the superb idealism of our faith?
(iv) Why is the Indian Muslim in danger of coming to an unmanly
compromise with the force of opposing him?
(v) What is necessary for an achievement?
(vi) Explain the expressions as highlighted/underlined in the passage.
(vii) Suggest an appropriate title to the passage.
3.
a comprehensive
following.
(i) To rob Peter to pay Paul
(ii) The child is father of the man
(iii) Art lies in concealing art
(iv) Life without a philosophy is like a ship without rudder
(v) A contented mind is a blessing kind.
4. (a) Use any FIVE of the following idioms in sentences to make their
meaning clear.
(i) Blow one's top
(ii) A cock and bull story
(iii) Fine one's feet
(iv) Call it a night
(v) The tp of the iceberg
(vi) Below par
(vii) From pillar to post
(viii) Hang up
(ix) Turn someone in
(x) By and by
(b) Use any FIVE of the following pairs of words in your own sentences to
(i) Mitigate, Alleviate
(iii) Popular, Populace
(iv) Compliment, Complement
(v) Excite, Incite
(vi) Voracity, Veracity
(viii) Exceptional, Exceptionable
5. (a) Pick the most nearly similar in meaning to the capitalized word. Do
any FIVE.
(i) MORATORIUM: (large tomb, waiting period, security for debt, funeral
house)
(ii) PROLIFIC: (skillful, fruitful, wordy, spread out)
(iii) BI-PARTISAN: (narrow minded, progressive, representing two parties,
divided)
(iv) UNEQUIVOCAL: (careless, unmistakable, variable, incomparable)
(v) COVENANT: (prayer, debate, garden, agreement)
(vi) TENTATIVE: (expedient, nominal, provisional, alternative)
(vii) DEMOGRAPHIC: (relating to the, demons, communications,
population, study of Government)
(viii) SONAR: (apparatus to detect, locate objects, measure rain, anticipate)
(b) Indicate the meaning of any FIVE of the following.
(i) Brag
(ii) Antiquarian
(iii) Input
(iv) Prodigal
(v) Bibliophile
(vi) Nostalgia
(vii) Burn one's boats
(viii) Feedback
(ix) Agrarian
6. (a) Correct the following sentences. Do any FIVE.
(i) Please tell me where is your brother?
(ii) Sajjad as well as Saleem were late.
(iii) He is the most cleverest boy in the class.
(iv) I have met him last month.
(v) Your writing is inferior than him.
(vi) Nothing but novels please him.
(vii) The teacher gave the boy an advice which he refused.
(viii) He brought the articles to the market which he wanted to see.
(b) Change the narration from Direct to Indirect or Indirect to Direct
speech.
(i) He said to his friend, "Let me go home now".
(ii) He will say, "Mother, I will always obey you".
(iii) "Splendid": said father as he read my report.
(iv) He said, "Good morning, can you help me?"
(v) She said, "Brother, why do you tease me?"
(vi) The king said to the queen, "If I die, take care of my people".
(vii) "By God", he said, "I do not know his name".
(viii) You exclaimed with sorrow that you lost your pen.
39. YEAR 2009
PART - I (MCQ's)
Q. 1. (a) Choose the word that is nearly similar in meaning to the word in
capital letters. (Do only FIVE) Extra attempt of any Part of the question will
not be considered.
(i) OBSCURE
(a) unclear (ii) doubtful
(ii) AMIABLE
(a) obnoxious (b) affable
(iii) HOODWINK
(a) delude (b) avoid
(iv) GUILEFUL
(a) honourable (b) disingenuous
(v) OBSESSION
(a) fixed ideas (b) delusion
(vi) RADICAL
(a) innate (b) moderate
(vii) PRESUMPTIVE
(a) credible (b) timid
(b) Pick the most nearly opposite in meaning to the capitalized word:
(viii) PRESENTABLE
(a) unable (b) scruffy (c) suitable (personable
(ix) SALVATION
(a) escape (b) starvation (c) doom (d) rescue
(x) PLAIN
(a) clean (b) distinct (c) ambiguous (d) frugal
(xi) ODIOUS
(a) porus (b) charming (c) horrid (d) offensive
(xii) INFLAME
(a) calm (b) anger (c) excite (d) kindle
PART - II
Q.2. Make a precis of the given passage and suggest a suitable heading.
(20)
From Plato to Tolstoi art has been accused of exciting our emotions and
thus of disturbing the order and harmony of our moral life. "Poetical
imagination, according to Plato, waters our experience of lust and anger,
of desire and pain, and makes them grow when they ought to starve with
drought." Tolstoi sees in art a source of infection. "Not only in infection",
he says, "a sign of art, but the degree of infectiousness is also the sole
measure of excellence in art." But the flaw in this theory is obvious. Tolstoi
suppresses a fundamental moment of art, the moment of form. The
aesthetic experience - the experience of contemplation - is a different
state of mind from the coolness of our theoretical and the sobriety of our
moral judgment. It is filled with the liveliest energies of passion, but the
passion itself is here transformed both in its nature and in its meaning.
Wordsworth defines poetry as "emotion recollected in tranquility". But the
tranquility we feel in great poetry is not that of recollection. The emotions
aroused by the poet do not belong to a remote past. They are "here" -
alive and immediate. We are aware of their full strength, but this strength
tends in a new direction. It is rather seen than immediately felt. Our
passions are no longer dark and impenetrable powers; they become, as it
were, transparent. Shakespeare never gives us an aesthetic theory. He
does not speculate about the nature of art. Yet in the only passage in
which he speaks of the character and functions of dramatic art the whole
stress is laid upon this point. "The purpose of playing, "as Hamlet explains,
"both at the first and now, was and is, to hold as, twere, the mirror up to
nature; to show virtue her own feature, scorn her won image, and the very
age and body of the time, his form and pressure." But the image of the
passion is not the passion itself. The poet who represents a passion does
not infect us with this passion. At a Shakespeare play we are not infected
with the ambition of Macbeth, with the cruelty of Richard III or with the
jealously of Othello. We are not at the mercy of these emotions; we look
through them; we seem to penetrate into their very nature and essence.
In this respect Shakespeare's theory of dramatic art, if he had such a
theory, is a complete agreement with the conception of the fine arts of the
great painters and sculptors.
Q.3. Read the following passage and answer the questions that follow. (20)
It is very nature of helicopter that it is great versatility is found. To
begin with, the helicopter is the fulfillment of tone of man's earliest and
most fantastic dreams. The dream of flying - not just like a bird - but of
flying as nothing else flies or has ever flown. To be able to fly straight up
and straight down - to fly forward or back or side wise, or to hover over
and spot till the fuel supply is exhausted.
To see how helicopter can do things that are not possible for the
conventional fixed-wing plane, let us first examine how a conventional
plane "works". It works by its shape - by the shape of its wing, which
deflects air when the plane is in motion. That is possible because air has
density and resistance. It reacts to force. The wing is curved and set at an
angle to catch the air and push it down; the air, resisting, pushing against
the under surface of the wing, giving it some of its lift. At the same time
the curved upper surface of the wing exerts suction, tending to create a
lack of air at the top of the wing. The air, again resisting, sucks back, and
this gives the wing about twice as much lift as the air pressure below the
wing. This is what takes place when the wing is pulled forward by
propellers or pushed forward by jet blasts. Without the motion the wing
Questions:
has no lift.
(i) Where is the great versatility of the helicopter found?
(ii) What is the dream of flying?
(iii) What does the wing of the conventional aircraft do?
(iv) What does the curved upper surface of the wing do?
(v) What gives the wing twice as much lift?
Q.4.
comprehensive
Write a note (250-300 words) on any ONE of the
following. (20)
(i) The Importance of Industrialization
(ii) Do We Live Better Than Our Forefathers?
(iii) Protecting Freedom of Expression Not Lies
(iv) Adopting Unchecked Western Life Styles
(v) Variety is the Spice of Life
Q.5. (a) Change the narration from direct to indirect or indirect to direct
speech. (Do only FIVE). (5)
Extra attempt of any part of the question will not be considered.
(i) He said to him, "Why do you waste your time"?
(ii) He ordered his servant not to stand there doing nothing.
(iii) He exclaimed with joy that he had won the match.
(iv) The traveler said, "What a dark night?"
(v) He said, "Let it rain even so hard, I will start today."
(vi) My mother said, "My you live happily and prosper in your life."
(vii) He said, "How foolish have I been?"
(b) Correct only FIVE of the following. (5)
(i) He swore from God.
(ii) Is your dress different than mine?
(iii) He inquired whether I live in Karachi.
(iv) He spoke these words upon his face.
(v) They ran direct to their college.
(vi) I shall not come here unless you will not call me.
(vii) They have been building a wall since three days.
(viii) He does not have some devotion to his studies.
Q.6. (a) Use any FIVE of the following in sentences which illustrate their
meanings. (5)
Extra attempt of any part of the question will not be considered.
(i) Leave in the lurch
(ii) Hard and fast
(iii) Weather the storm
(iv) Bear the brunt
(v) Meet halfway
(vi) Turn coat
(vii) Where the shoe pinches
(b) Use any FIVE of the following pair of words in sentences which illustrate
their meanings. (10)
(i) Persecute, Prosecute
(ii) Luxuriant, Luxurious
(iii) Mean, Mien
(iv) Observation, Observance
(v) Naughty, Knotty
(vi) Ghostly, Ghastly
(vii) Hew, Hue
40. YEAR 2010

PART - I (MCQ's)
Q.1.that
(a)isPick
nearly
thesimilar
word in meaning to the capitalized
word. (5) (Do any FIVE)
(i) ACRIMONIOUS: (bitter, provocative, cheap, volatile)
(ii) CALLIGRAPHY: (computers, handwriting, blood pressure, brain waves)
(iii) UNEQUIVOCAL: (variable, plain, unmistakable, negligent)
(iv) DEMISE: (conclude, end, affection, death)
(v) INCENDIARY: (happy, sneer, causing fire, jolly)
(vi) TOUCHSTONE: (remind, a hall, at rest, criterion)
(vii) VOID: (emptiness, lea, anger, trick)
(viii) ESSAY: (direct, compose, attempt, suppose)
(b) Indicate the most nearly opposite in meaning to the word in capital
letters. (Do only FIVE)
(i) IGNOBLE: (lowly, vile, good, noble)
(ii) MELANCHOLY: (sorrowful, happy, forbidden, brisk)
(iii) OBLITERATE: (preserve, destroy, ravage, design)
(iv) ALLY: (alloy, foe, partner, accessory)
(v) VULGAR: (coarse, gross, exquisite, obscene)
(vi) PRETEND: (sham, substantiate, feign, fabricate)
(vii) LIBERTY: (permission, licence, serfdom, bound)
(viii) CONSCIENTIOUS: (uncorrupt, honourable, principled, profligate)
PART - II
a suitable title.
Of all the characteristics of ordinary human nature envy is the most
unfortunate; not only does the envious person wish to inflict misfortune
and do so whenever he can with impunity, but he is also himself rendered
unhappy by envy. Instead of deriving pleasure from what he has, he
derives pain from what others have. If he can, he deprives others of their
advantages, which to him is as desirable as ti would be to secure the same
advantage himself. If this passion is allowed to run riot it becomes fatal to
all excellence, and even to the most useful exercise of exceptional skill.
Why should a medical man go to see his patients in a car when the
labourer has to walk to his work? Why should the scientific investigator be
allowed to spend his time in a warm room when others have to face the
inclemency of the elements? Why should a man who possesses some rare
talent of great importance to the world be save from the drudgery of his
own housework? To such questions envy finds no answer. Fortunately,
however, there is in human nature a compensating passion, namely that
of admiration. Whoever wishes to increase human happiness must wish to
increase admiration and to diminish envy. What cure is there for envy? For
the saint there is the cure of selflessness, though even in the case of saints
envy of other saints is by no means impossible. But, leaving saints out of
account, the only cure for envy in the case of ordinary men and women is
happiness, and the difficulty is that envy is itself a terrible obstacle to
happiness. But the envious man may say: "What is the good of telling me
that the cure for envy is happiness? I cannot find happiness while I
continue to feel envy, and you tell me that I cannot cease to be envious
until I find happiness". But real life is never so logical as this. Merely to
realize the causes of one's
own envious feeling is to take a long step towards curing them.
And still it moves. The words of Galileo, murmured when the tortures of
the Inquisition had driven him to recant the Truth he know, apply in a new
way to our world today. Sometimes, in the knowledge of all that has been
discovered, all that has been done to make life on the planet happier and
more worthy, we may be tempted to settle down to enjoy our heritage.
That would, indeed, be the betrayal of our trust. These men and women of
the past have given everything - comfort, time, treasure, peace of mind
and body, life itself - that we might live as we do. The challenge to each
one of use is to carry on their work for the sake of future generations. The
adventurous human mind must not falter. Still must we question the old
truths and work for the new ones. Still we risk scorn, cynicism, neglect,
loneliness, poverty, persecution, if need be. We must shut our ears to the
easy voice which tells us that 'human nature will never alter' as an excuse
for doing nothing to make life more worthy. Thus will the course of the
history of mankind go onward, and the world we know move into a new
splendour for those who are yet to be.
Questions
(i) What made Galileo recant the Truth he knew?
(ii) What is the heritage being alluded to in the first paragraph?
(iii) What does the 'betrayal of our trust' imply?
(iv) Why do we need to question the old truths and work for the new ones?
(v) Explain the words or expressions as highlighted/underlines in the
passage.
4. Write a comprehensive note (250-300 words) on any ONE of the
following.
(i) When flatterers get together, the devil goes to dinner
(ii) The impossible if often the untried
(iii) A civil servant is a public servant
(iv) Internet -- a blessing or a bane
(v) Hope is the buoy of life
5. (a) Use only FIVE of the following in sentences which illustrate their
meaning.
(i) Make for
(ii) Yeoman's service
(iii) Discretion in the better part of valour
(iv) A casting vote
(v) Look down upon
(vi) Iconoclast
(vii) Out of the wood
(viii) A swan song
(i) Adverse, Averse
(ii) Maize, Maze
(iii) Meal, Meddle
(iv) Imperious, Imperial
(v) Veracity, Voracity
(vi) Allusion, Illusion
(vii) Ordnance, Ordinance
(viii) Willing, Wilful
6. (a) Correct only FIVE of the following.
(i) This house is built of bricks and stones.
(ii) The climate of Pakistan is better than England.
(iii) He swore by God.
(iv) You ought to have regarded him your benefactor.
(v) My friend is very ill, I hope he will soon die.
(vi) He is waiting for better and promising opportunity.
(vii) When I shall see her I will deliver her your gift.
(viii) Many a sleepless nights she spent.
(b) Change the narration from direct to indirect or indirect to direct speech.
(Do only FIVE)
(i) On Monday he said, "My son is coming today".
(ii) They wanted to know where he was going the following week.
(iii) He said, "Did she go yesterday?"
(iv) "By God", he said, "I do not know her nickname."
(v) He says that were are to meet him at the station.
(vi) He said, "I don't know they way. Ask the old man sitting on the gate".
(vii) My father prayed that I would recover from my illness.
(viii) He said, "How will you manage it?"
41. YEAR 2011

PART - I (MCQ's)
Q.1. (a) Choose the word that is nearly similar in meaning to the word in
capital letters. (Do any FIVE)
(i) CHRONICLE: (daily ritual, widely held belief, account of events)
(ii) FLUME: (sea bird with a wing span four times its body length, narrow
gorge with a stream running through it, warm summer wind)
(iii) EPITAPH: (editorial, clever head line, tome stone inscription)
(iv) LACONIC: (concise, weekly, circular)
(v) SHINGLE: (gravelly beach, exposed sand bar, group of dolphins)
(vi) FILIAL: (related by marriage, of sons and daughters, of brothers)
(vii) MISOPEDIA: (a hatred for children, middle age, family history)
(viii) MENAGE: (marriage vow, household, golden years)
(b)
nearlyChoose
mostthe
opposite
word that
in meaning
is to the
capitalized word. (Do only FIVE).
(i) ANNIHILATE: (supplement, augment, append, contract)
(ii) BRACE: (prop, knock, invigorate, refresh)
(iii) BRUSQUE: (gruff, curt, smooth, discourteous)
(iv) CONCORD: (amity, accord, variance, unity)
(v) CONSCIENTIOUS: (uncorrupt, honourable, principled, profligate)
(vi) DIPLOMATIC: (sagacious, shrewd, bungling, prudent)
(vii) HYPOCRISY: (uprightness, pretense, cant, deceit)
(viii) ONEROUS: (burdensome, wearing, difficult, fluent)
PART - II
Q.2. Make a precis of the given passage and suggest a suitable heading.
The psychological causes of unhappiness, it is clear, are many and
various. But all have something in common. The typical unhappy man is
one who having been deprived in youth of some normal satisfaction, has
come to value this one kind of satisfaction more than any other, and has,
therefore, given to his life a one-sided direction, together with a quite
undue emphasis upon the achievement as apposed to the activities
connected with it. There is, however, a further development which is very
common in the present day. A man may feel so completely thwarted that
he seeks no form of satisfaction, but only distraction and oblivion. He then
becomes a devotee of "Pleasure". That is to say, he seeks to make life
bearable by becoming less alive. Drunkenness, for example, is temporary
suicide; that happiness that it brings is merely negative, a momentary
cessation of unhappiness. The narcissist and megalomaniac believe that
happiness is possible, though they may adopt mistaken means of achieving
it; but the man who seeks intoxication, in whatever form, has given up
hope except in oblivion. In his case the first thing to be done is to persuade
him that happiness is desirable. Men, who are unhappy, like men who
sleep badly, are always proud of the fact. Perhaps their pride is like that of
the fox who had lost his tail; if so, they way to cure it is to point out to
them how they can grow a new tail. Very few men, I believe, will
deliberately choose unhappiness if they see a way of being happy. I do not
deny that such men exist, but they are not sufficiently numerous to be
important. It is common in our day, as it has been in many other periods of
the world's history, to suppose that those among us who are wise have
seen through all the enthusiasms of earlier times aand have become
aware that there is noting left to live for. The man who hold this nature of
the universe and consider to be the only rational attitude for an
enlightened man. Their pride in their unhappiness makes less
sophisticated people suspicious of its genuineness; they think that the man
who enjoys being miserable is not miserable.
Knowledge is acquired when we succeed in fitting a new experience in
the system of concepts based upon our old experiences. Understanding
comes when we liberate ourselves from the old and so make possible a
direct, unmediated contact with the new, the mystery, moment by
moment, of our existence. The new is the given on every level of
experience - given perceptions, given emotions and thoughts, given states
of unstructured awareness, given relationships with things and persons.
The old is our home-made system of ideas and word patterns. It is the
stock of finished articles fabricated out of the given mystery by memory
and analytical reasoning, by habit and automatic associations of accepted
notions. Knowledge is primarily a knowledge of these finished articles.
Understanting is primarily direct awareness of the raw material.
Knowledge is always in terms of concepts and can be passed on by means
of words or other symbols. Understanding is not conceptual and therefore
cannot be passed on. It is an immediate experience, and immediate
experience can only be talked about (very inadequately), never shared.
Nobody can actually feel another's pain or grief, another's love or joy, or
hunger. And similarly no body can experience another's understanding of a
given event or situation. There can, of course, be knowledge of such an
understanding, and this knowledge may be passed on in speech or writing,
or by means of other symbols. Such communicable knowledge is useful as
a reminder that there have been specific understandings in the past, and
understanding is at all times possible. But we must always remember that
knowledge of understanding is not the same thing as the understanding
which is the raw material of that knowledge. It is as different from
understanding as the doctor's prescription for penicillin is different from
penicillin.
Questions
(i) How is knowledge different from understanding?
(ii) Explain why understanding cannot be passed on.
(iii) Is the knowledge of understanding possible? It it is, how may it be
passed on?
(iv) How does the author explain that knowledge of understanding is not
the same thing as the understanding?
(v) How far do you agree with the author in his definitions of knowledge
and understanding? Give reason for your answer.
4.
a comprehensive
following.
(i) Child is the father of man
(ii) Life succeeds in that it seems to fail
(iii) Yellow Journalism
(iv) The violence of war can be diluted with love
(v) Love is a beautiful but baleful god.
5. (a) Use only FIVE of the following sentences which illustrate their
meaning.
(i) To eat one's words
(ii) Dog in the manger
(iii) A close shave
(iv) A Freudian slip
(v) A Gordian knot
(vi) A cog in the machine
(vii) A sugar daddy
(viii) A wet blanket
(i) Capital, Capitol
(ii) Assay, Essay
(iii) Envelop, Envelope
(iv) Decree, Degree
(v) Desolate, Dissolute
(vi) Species, Specie
(vii) Tortuous, Torturous
(viii) Wet, Whet
6. (a) Correct only FIVE of the following.
(i) Please speak to the concerned clerk.
(ii) You have got time to short for that.
(iii) Not only he was a thief, but he was also a murderer.
(iv) They thought that the plan would be succeeded.
(v) It is unlikely that he wins the race.
(vi) My uncle has told me something about it yesterday.
(vii) I hoped that by the time I would have got there it would have stopped
raining.
(viii) They prevented the driver to stop.
(b) Change the narration from direct to indirect or indirect to direct
speech.
(i) "I couldn't get into the house because I had lost my key, so I had to
break a window", he said.
(ii) "Would you like to see over the house or are your more interested in
the garden?" She asked me.
(iii) "Please sent whatever you can spare. All contributions will be
acknowledged immediately", said the secretary of the disastrous fund.
(iv) She asked if he'd like to go to be the concert and I said I was sure he
would.
(v) I told her to stop making a fuss about nothing and said that she was
lucky to have got a seat at all.
(vi) The teacher said, "You must not forget what I told you last lesson. I
shall expect you to be able to repeat it next lesson by heart."
(vii) He asked me if he should leave it in the car.
(viii) He said, "May I open the window? It's rather hot in here".
42. YEAR 2012

PART - I (MCQ's)
Q.1. (a) Choose the word that is nearly similar in meaning to the word in
capital letters.
(i) BREACH: (secret, reinforcement, difficulty, opening)
(ii) GELID: (hot, soft, icy cold, hard)
(iii) OPULENT: (corrupt, poor, proud, luxuriant)
(iv) VERISIMILITUDE: (large number, variety, shades of colours, being true)
(v) IOTA: (agreement, coin, column, small amount)
(b)
word Choose
that is
thenearly most opposite in meaning to the
capitalized word.
(vi) DESPISE: (abhor, disdain, demolish, admire)
(vii) LACKEY: (strange, poor, master, ignorant)
(viii) EGRESS: (decline, entrance, rude, angry)
(ix) AMALGAMATE: (punish, study, separate, reduce)
(x) INSIPID: (silly, tasty, active, thin)
(c) Complete the sentences with appropriate words.
(xi) Knowledge is like a deep well fed by springs, and your
mind is a little bucket that you drop in it. (external, perennial, immortal,
lovely)
(xii) The unruly behaviour of children their parents. (aggrieved,
impeached, incensed, tempered)
(xiii) He suggests that the meeting postponed. (is, be, must,
would be)
(xiv) The landscape was truly , so arid that even the Hardest
Plant could not survive. (lurid, parched, verdant, variegated)
(xv) His statement was too that everyone was left in doubt.
(equitable, innocuous, dogmatic, equivocal)
(xvi) I certainly do not your driving your car over the speed
limit. (approve, approve with, approve of, approve for)
(xvii) The Eagle swooped and a sleeping lizard. (carried down,
carried up, carried off, carried in)
(xviii) A young officer was the task of taking prisoners to the
rear. (charged by, charged in, charged for, charged with)
(xix) It seemed he was going to him but he controlled himself.
(lash out at, lash out in, lash out to, lash out on)
(xx) I am not going to this book at any cost. (part from, part
up, part for, part with)
PART - II
Q.2. Write a precis of the following passage and suggest a suitable title.
One of the most ominous and discreditable symptoms of the want of
candour in present-day sociology is the deliberate neglect of the
population question. It is, or should be, transparently, clear that, if the
state is resolved, on humanitarian ground, to inhibit the operation of
natural selection, some rational regulation of population, both as regards
quality and quantity, is imperatively necessary. There is no self-acting
adjustment, apart from starvation, of numbers to the means of
subsistence. If all natural checks are removed, a population in advance of
the optimum number will be produced and maintained at the cost of a
reduction in the standard of living. When this pressure begins to be felt,
that section of the population which is capable of reflection and which has
a standard of living which may be lost will voluntarily restrict its numbers,
even to the point of failing to replace death by an equivalent number of
new births; while the underworld, which always exists in every civilized
society. The failure and misfits and derelicts, moral and physical will
exercise no restraint and will be a constantly increasing drain upon the
national resources. The population will thus be recruited in a very undue
proportion by those strata of society which do not possess the qualities of
useful citizens. The importance of the problem would seem to be
sufficiently obvious. But politicians know that the subject is unpopular. The
urban have no votes. Employers are like surplus of labour, which can be
drawn upon when trade is good. Militarists want as much food for powder
as they can get. Revolutionists instinctively oppose any real remedy for
social evils; they know that every unwanted child is a potential insurgent.
All three can appeal to a Quasi-Religious prejudice, resting apparently
on the ancient
theory of natural rights which are supposed to include the right of
unlimited procreation. This objection is now chiefly urged by a celibate or
childless priests; but it is held with such fanatical vehemence that the fear
of losing the votes which they control is a welcome excuse for the baser
sort of politicians to shelve the subject as inopportune. The socialist
calculation is probably erroneous; for experience has shown that it is
aspiration, not desperation, that makes revolutions.
3. Read the following passage and answer the questions that follow. Use
your own language.
Human Beings feel afraid of death just as children feel afraid of
darkness; and just as children's fear of darkness is increased by the stories
which they have heard about ghosts and thieves, human beings' fear of
death is increased by the stories which they have heard about the agony
of the dying man. If a human being regards death as a kind of punishment
for the sins he has committed and if he looks upon death as a means of
making an entry into another world, he is certainly taking a religious and
sacred view of death. But if a human being looks upon death as a law of
nature and then feels afraid of it, his attitude is one of cowardice.
However, even in religious meditation about death there is something a
mixture of folly and superstition. Monks have written books in which they
have described the painful experience which they underwent by inflicting
physical tortures upon themselves as a form of self-purification. Such
books may lead one to think that, if the pain of even a finger being
squeezed or pressed in unbearable, the pains of death must be
indescribably agonizing. Such books thus increase a Man's fear of death.
Seneca, a Roman Philosopher, expressed the view that the circumstances
and ceremonies of death frighten people more than death itself would do.
A dying man is heard uttering groans; his body is seen undergoing
convulsions; his face appears to be absolutely bloodless and pale; at his
death his friends begin to weep and his relations put on mourning clothes;
various rituals are performed. All these facts make death appear more
horrible than it would be otherwise.
Questions
(i) What is the difference between human beings' fear of death and
children's fear of darkness?
(ii) The is the religious and sacred view of death?
(iii) What are the painful experiences described by the Monks in their
books?
(iv) What are the views of Seneca about death?
(v) What are the facts that make death appear more horrible than it would
be otherwise?
4.
a comprehensive
following.
(i) Self done is Well done
(ii) The bough that bears most bend most
(iii) Nearer the Church, farther from God
(iv) Rich men have no fault
(v) Cut your coat according to your cloth
5. Use only FIVE of the following in sentences which illustrate their
meaning.
(i) Wool gathering
(ii) Under the harrow
(iii) Cold comfort
(iv) A gold digger
(v) Walk with God
(vi) One the thin ice
(vii) A queer fish
(viii) Unearthly hour
Q.6. (a) Correct only FIVE of the following.
(i) A ten-feet long snake made people run here and there.
(ii) We are going to the concert, and so they are.
(iii) Enclosed with this letter was a signed Affidavit and a carbon copy of his
request to our main office.
(iv) Fear from God.
(v) Pakistan has and will support the Kashmiris
(vi) He has come yesterday
(vii) Arshad's downfall was due to nothing else than pride
(viii) Do not avoid to consult a doctor.
(b) Change the narration from direct to indirect or indirect to direct speech
(Do only FIVE).
(i) He said to us, "You cannot do this problem alone".
(ii) The beggar asked the rich lady if she would not pity the sufferings of an
old and miserable man and help him with a rupee or two.
(iii) The commander said to the soldiers, "March on".
(iv) He entreated his master respectfully to pardon him as it was his first
fault.
(v) "Do you really come from America? How do you feel in Pakistan?" Said
I to the stranger.
(vi) The officer threatened the peon to come in time otherwise he would
be turned out.
(vii) People wished that the Quaid-e-Azam had been alive those days to
see their fate.
(viii) They said, "Bravo! Imran, what a shot.!
43. YEAR 2013

PART - I (MCQ's)
Q.1.the(a)
word that is nearly most similar in meaning to the
Choose
capitalized word.
(i) BRISTLE: (regulate, flare up, frail, exhilarate, none of these)
(ii) DELUGE: (immerse, rescue, drown, overflow, none of these)
(iii) TIRADE: (argument, procession, angry speech, torture, none of these)
(iv) QUASI: (secret, improper, seeming, whole, none of these)
(v) VILIFY: (to prove, boast, defraud, defame, none of these)
(vi) RIGMAROLE: (unnecessary, disorder, confused talk, game, none of
these)
(vii) DEIGN: (condescend, pretend, disparage, refuse, none of these)
(viii) PROLETARIAT: (trade agreement, government secretariat, labouring
class, wealthy class, none of these)
(ix) LUDICROUS: (liberal, fearful, comic, praise worthy, none of these)
(x) MALEFIC: (baleful, belonging to a male person, social, fighting by
nature, none of these)
(b) Choose the word that is nearly most opposite in meaning to the
capitalized words.
(xi) LANGUID: (feeble, dull, vigorous, weak, none of these)
(xii) HIGH-STRUNG: (nervous, tense, costly, calm, none of these)
(xiii) METTLE: (courage, boldness, cowardice, spirit, none of these)
(xiv) ABRIDGMENT: (epitome, dissect, abstract, synopsis, none of these)
(xv) CAJOLE: (flaunt, coax, beguile, flatter, none of these)
(xvi) CELIBACY: (virginity, wedlock, chastity, single, none of these)
(xvii) INCLEMENT: (rough, unpleasant, unfavourable, genial, none of these)
(xviii) IRRESOLUTE: (ineffective, without resolution, yielding, sturdy, none
of these)
(xix) ANNEXATION: (supplement, augmentation, appendix, contraction,
none of these)
(xx) INCUR: (shun, run, blame, meet, none of these)
PART - II
Q.2. Make a precis of the following passage and suggest a suitable heading.
Culture, in human societies, has two main aspects; an external, formal
aspect and an inner, ideological aspect. The external forms of culture,
social or artistic, are merely an organized expression of its inner
ideological aspect, and both are an inherent component of a given social
structure. They are changed or modified when this structure is changed or
modified and because of this organic link they also help and influence such
changes in their parent organism. Cultural problems, therefore, cannot be
studied or understood or solved in isolation from social problems i.e.
problems of political and economic relationships. The cultural problems of
the underdeveloped countries, therefore, have to be understood and
solved in the light of the large perspective, in the context of underlying
social problems. Very broadly speaking, these problems are primarily the
problems of arrested growth; they originate primarily from long years of
imperialist -- Colonialist domination and the remnants of a backward
outmoded social structure. This should not require much elaboration
European Imperialism caught up with the countries of Asia, Africa or Latin
America between the sixteenth and nineteenth centuries. Some of them
were fairly developed feudal societies with ancient traditions of advanced
feudal culture. Others had yet to progress beyond primitive pastoral
tribalism. Social and cultural development of them all was frozen at the
point of their political subjugation and remained frozen until the coming of
political independence. The culture of these ancient feudal societies, in
spite of much technical and intellectual excellence, was restricted to a
small privileged class and rarely intermingled with the parallel
unsophisticated fold culture of the general masses. Primitive tribal culture,
in spite of its child like beauty, had little intellectual content. Both feudal
and tribal societies living contagiously in the same homelands were
constantly engaged in tribal, racial, and religious or other feuds with their
tribal and feudal rivals. Colonialist - imperialist domination accentuated
this dual fragmentation, the vertical division among different tribal and
national groups, the horizontal division among different classes within the
same tribal or national group. This is the basic ground structure, social and
cultural, bequeathed to the newly liberated countries by their former over
lords.
your own language.
The civilization of China - as every one knows, is based upon the
teaching of Confucius who flourished five hundred years before Christ. Like
the Greeks and Romans, he did not think of human society as naturally
progressive; on the contrary, he believed that in remote antiquity rulers
had been wise and the people had been happy to a degree which the
degenerate present could admire but hardly achieve. This, of course, was a
delusion. But the practical result was the Confucius, like other teachers of
antiquity, aimed at creating a stable society, maintaining a certain level of
excellence, but not always striving after new successes. In this he was
more successful than any other man who ever lived. His personality has
been stamped on Chinese Civilization from his day to our own. During his
life time, the Chinese occupied only a small part of present day China, and
were divided into a number of warring states. During the next three
hundred years they established themselves throughout what is now China
proper, and founded an empire exceeding in territory and population any
other that existed until the last fifty years. In spite of barbarian invasions,
and occasional longer or shorter periods of Chaos and Civil War, the
Confucian system survived bringing with it art and literature and a civilized
way of life. A system which has had this extra ordinary power of survival
must have great merits, and certainly deserves our respect and
consideration. It is not a religion, as we understand the word, because it is
not associated with the super natural or with mystical beliefs, It is purely
ethical system, but its ethics, unlike those of Christianity, are not too
exalted for ordinary men to practise. In essence what Confucius teaches is
something is very like the old-fashioned ideal of a 'gentleman' as it existed
in the eighteenth century. One of his sayings will illustrate this: "The true
gentleman is never contentious .......... he courteously salutes his
opponents before taking up his position .......... so that even when
competing he remains a true gentleman'.
Questions
(i) Why do you think the author calls Confucius' belief about the progress
of human society as a delusion?
(ii) How did Confucius' though affect China to develop into a stable and
'Proper' China?
(iii) Why does the author think that Confucian system deserves respect
and admiration?
(iv) Why does the author call Confucian system a purely ethical system and
not a religion?
(v) Briefly argue whether you agree or disagree to Confucius' ideal of a
gentleman.
Q.4. Write a comprehensive note (250-300 words) on any ONE of the
following.
(i) Revolution versus Evolution
(ii) Let us agree to disagree in an agree-able way.
(iii) Say not the struggle not availeth
(iv) Beneath every cloud there is always a silver lining
(v) Is democracy an ideal form of government?
Q.5. (a) Use only FOUR of the following in sentences which illustrate their
meaning.
(i) The milk of human kindness
(ii) A rule of thumb
(iii) Out and out
(iv) To wash one's dirty linen in public
(v) To pay through the nose
(vi) To lose face
(b) Use only FOUR of the following pairs of words in sentences which
illustrate their meanings.
(i) Adjoin, Adjourn
(ii) Allay, Ally
(iii) Bases, Basis
(iv) Click, Clique
(v) Distract, Detract
(vi) Liable, Libel
Q.6. (a) Correct only FIVE of the following.
(i) My boss agreed with my plan.
(ii) If he were here, he would be as wise as he was during the war.
(iii) We have amusements in form of music.
(iv) You get hungry for all the work you have to do.
(v) We were glad for being there.
(vi) I prefer the fifth act of Shakespeare King Lear the best of all.
(vii) After finishing my lecture, the bell rang.
(viii) We needed not to be afraid.
(b) Change the narration from direct to indirect or indirect to direct speech.
(Do only FIVE).
(i) "If I had spoken to my father as you speak to me he'd have beaten me",
he said to me.
(ii) "How far is it?" I said, "and how long will it take me to get there?"
(iii) "Do you know any body in this area or could you get a reference from
your landlady?", he asked me.
(iv) She told me to look where I was going as the road was full of holes and
very badly lit.
(v) He wanted to know if I was going to the concert and suggested that we
should make up a party and go together.
(vi) He said, "I mustn't mind if the first one wasn't any good".
(vii) "What a nuisance! Now I'll have to do it all over again", he exclaimed.
(viii) "I must go to the dentist tomorrow", he said, "I have an
appointment".
44. YEAR 2014

PART - I (MCQ's)
Q.1. (a)
PART - II
Q.2. Write a precis of the following passage and suggest a suitable heading
to it.
Probably the only protection for contemporary man is to discover how
to use his intelligence in the service of love and kindness. The training of
human intelligence must include the simultaneous development of the
emphatic capacity. Only in this way can intelligence be made an
instrument of social morality and responsibility -- and thereby increase the
chances of survival.
The need to produce human beings with trained morally sensitive
intelligence is essentially a challenge to educators and educational
institutions. Traditionally, the realm of social morality was left to religion
and the churches as guardians or custodians. But their failure to fulfill this
responsibility and their yielding to the seductive lures of the men of
wealth and pomp and power documented by the history of the last two
thousand years and have now resulted in the irrelevant "God is Dead"
theological rhetoric. The more pragmatic men of power have had no time
or inclination to death with the fundamental problems of social morality.
For them simplistic Machiavellianism must remain the guiding principle of
their decisions-power is morality, morality is power. This
oversimplification increases the chances of nuclear devastation. We must
therefore hope that educators and educational institutions have the
capacity, the commitment and the time to instill moral sensitivity as an
integral part of the complex pattern of function human intelligence. Some
way must be found in the training of human beings to give them the
assurance to love, the security to be kind, and the integrity required for a
functional empathy.
you own language.
In the height of the Enlightenment, men influenced by the new political
theories of the era launched two of the largest revolutions in history.
These two conflicts, on two separate continents, were both initially
successful in forming new forms of government. And yet, the two conflicts,
though merely a decade apart, had radically different conclusions. How do
two wars inspired by more or less the same ideals end up so completely
different? Why was the American Revolution largely a success and the
French Revolution largely a failure? Historians have pointed to myriad
reasons - far too various to be listed here. However, the most frequently
cited are worth mentioning. For one, the American Revolution was far
removed from the Old World; that is, since it was on a different continent,
other European nations did not attempt to interfere with it.
However, in the French Revolution, there were immediate cries for war
from neighboring nations. Early on, for instance, the ousted king
attempted to flee to neighboring Austria and the army waiting there. The
newly formed French Republic also warred with Belgium, and a
conflict with Britain loomed. Thus, the French had the burden not only of
winning a revolution but also defending it from outside. The American
simply had to win a revolution.
Secondly, the American Revolution seemed to have a better chance of
success from the get-go, due to the fact the Americans already saw
themselves as something other than British subjects. Thus, there was
already a uniquely American character, so, there was not as loud a cry to
preserve the British way of life. In France, several thousands of people still
supported the king, largely because the king was seen as essential part of
French life. And when the king was first ousted and then killed, some
believed that character itself was corrupted. Remember, the Americans
did not oust a king or kill him - they merely separated from him.
Finally, there is a general agreement that the French were not as
unified as the Americans, who, for the most part, put aside their political
difference until after they had already formed a new nation. The French,
despite their Tennis Court Oath, could not do so. Infighting led to inner
turmoil, civil war, and eventually the Reign of Terror, in which political
dissidents were executed in large numbers. Additionally, the French
people themselves were not unified. The nation had so much stratification
that it was impossible to unite all of them - the workers, the peasants, the
middle- class, the nobles, the clergy - into one cause. And the attempts to
do so under a new religion, the Divine Cult of Reason, certainly did not
help. The Americans, remember, never attempted to change the society at
large; rather, they merely attempted to change the government.
(i) Why and how did the Reign of Terror happen?
(ii) In what ways does the author suggest that the American Revolution
was easier to complete than the French Revolution?
(iii) Of the challenges mentioned facing the French revolutionaries, which
do you think had the greatest impact on their inability to complete a
successful revolution? Why?
(iv) Of the strengths mentioned aiding the American revolutionaries, which
do you thing had the greatest impact on their ability to compete a
successful revolution? Why?
4.
a comprehensive
following.
(i) Actions speak louder than words
(ii) Girls are more intelligent than boys
(iii) First deserve, then desire
(iv) Nothing is certain unless it is achieved
5. Use only FIVE of the following sentences which illustrate their meanings.
(i) To bring grist to the mill
(ii) To keep one's fingers crossed
(iii) With one's tongue in one's cheek
(iv) A storm in the tea cup
(v) To talk through one's hat
(vi) Hum and Haw
(vii) To let the grass grow under one's feet
(viii) Penny wise and pound foolish
6. Correct only FIVE of the following.
(i) Each furniture in this display is on sale for half price
(ii) He is abusing the money of his father.
(iii) The duties of the new secretary are to answer the telephone, to type
letters and bookkeeping.
(iv) The new models are not only less expensive but more efficient also
(v) He complied with the requirement that all graduate students in
education should write a thesis.
(vi) No sooner we left the shop it began to rain.
(vii) The population of Karachi is greater than any other city in Pakistan.
45. YEAR 2015
PART II
2. Make a precis of the following text and suggest a suitable title. (20)
In studding the breakdowns of civilizations, the writer has subscribed to
the conclusion - no new discovery! - that war has proved to have been the
proximate cause of the breakdown of every civilization which is know for
certain to have broken down, in so far as it has been possible to analyze
the nature of these breakdowns and to account for their occurrence. Like
other evils war has no insidious way of appearing not intolerable until it
has secured such a stranglehold upon the lives of its addicts that they no
longer have the power to escape from its grip when its deadlines has
become manifest. In the early stages of civilization's growth, the cost of
wars in suffering and destruction might seem to be exceeded by the
benefits occurring from the winning of wealth and power and the
cultivation of the "military virtues"; and, in this phase of history, states
have often found themselves able to indulge in war with one another with
something like impunity even for the defeated party. War does not begin
to reveal its malignity till the war making society has begun to increase its
economic ability to exploit physical nature and its political ability to
organize manpower; but, as soon as this happens, the good of war to
which the growing society has long since been dedicated proves himself a
Moloch by devouring an ever larger share of the increasing fruits of man's
industry and intelligence in the process of taking an ever larger toll of life
and happiness; and, when the society's growth in efficiency reaches a
point at which it becomes capable of mobilizing a lethal quantum of its
energies and resources of military use then war reveals itself as being a
cancer which is bound to prove fatal to its victim unless he can cut it out
and cast it from him, since its malignant tissues have now learnt to grow
faster that the healthy tissues on which they feed.
In the past when this danger-point in the history of the relations
between war and civilization has been reached and recognized, serious
efforts have sometimes been made to get rid of war in time to save
society, and these endeavours have been apt to take one or other of two
alternative directions. Salvation cannot, of course, be sought anywhere
except in the working of the consciences of individual human beings; but
individuals have a choice between trying to achieve their aims through
direct action as private citizens and trying to achieve then through indirect
action as citizen of states. Personal refusal to lend himself in any way to
any war waged by his state for any purpose and in any circumstances is a
line of attack against the institution of war that is likely to appeal to an
ardent and self-sacrificing nature; by comparison, the alternative peace
strategy of seeking to persuade and accustom governments to combine in
jointly resisting aggression when it comes and in trying to remove its
stimuli
before hand may seem a circuitous and unheroic line of attack on the
problem. Yet experience up to date indicates unmistakably, in the present
writer's opinion, that the second of these two hard roads is by far the
more promising.
Q.3. Read the following text carefully and answer the questions below.
Experience has quite definitely shown that some reason for holding a
belief are much more likely to be justified by the event than others. It
might naturally be supposed, for instance, that the best of all reason for a
belief was a strong conviction of certainty accompanying the belief.
Experience, however, shows that this is not so, and that as a matter of
fact, conviction by itself is more likely to mislead than it is to guarantee
truth. On the other hand, lack of assurance and persistent hesitation to
come to any belief whatever are equally poor guarantee that the few
beliefs which are arrived at are sound. Experience also shows that
assertion, however long continued, although it is unfortunately with many
people an effective enough means of inducing belief, is not an any way a
ground for holding it. The method which has proved effective, as a matter
of actual fact, in providing of firm foundation for belief wherever it has
been capable of application, is what is usually called the scientific method.
I firmly believe that the scientific method, although slow and never
claiming to lead to complete truth, is the only method which is the long
run will give satisfactory foundations for beliefs. It consists in demanding
facts as the only basis for conclusions, and inconsistently and continuously
testing any conclusions which may have been reached, against the test of
new facts and, wherever possible, by the crucial test of experiment. It
consists also in full publication of the evidence on which conclusions are
based, so that other workers may be assisted in new researches, or
enabled to develop their own interpretations and arrive at possibly very
different conclusions.
There are, however, all sorts of occasions on which the scientific
method is not applicable. That method involves slow testing, frequent
suspension of judgment, restricted conclusions. The exigencies of everyday
life, on the other hand, often make it necessary to act on a hast balancing
of admittedly incomplete evidence, to take immediate action, and to draw
conclusions in advance of evidence. It is also true that such action will
always be necessary, and necessary in respect of ever larger issues; and
this in spite of the fact that one of the most important trends of civilization
is to remove sphere after sphere of life out of the domain of such intuitive
judgment into the domain of rigid calculation based on science. It is here
that belief pays its most important role. When we cannot be certain, we
must proceed in part by faith - faith not only in the validity of our own
capacity of making judgments, but also in the existence of certain other
realities, pre-eminently moral and spiritual realities. It has been said that
faith consists in acting always on the nobler hypothesis; and though this
definition is a trifle rhetorical, it embodies a seed of real truth.
Questions
(i) Give the meaning of the underlined phrases as they are used in the
passage.
(ii) What justification does the author claim for the belief in the scientific
method?
(iii) Do you gather from the passage that conclusions reached by the
scientific method should be considered final? Give reasons for your
answer.
(iv) In what circumstances, according to the author, is it necessary to
abandon the scientific method?
(v) How does the basis of 'intuitive judgment' differ from the scientific
decision?
4. Write a comprehensive note (250-300 words) on any ONE of the
following topics.
(i) Education should be for life, not for livelihood.
(ii) The art of being tactful
(iii) Human nature is seen at its best adversity
(iv) Spare the rod and spoil the child.
5. Use any FIVE of the following in sentences which illustrate their
meaning.
(i) Itching palm
(ii) The primrose path
(iii) Break one's fall
(iv) Wash one's hands of
(v) To become reconcile to
(vi) To militate against
(vii) To be cognizant of
(viii) Wages of sin
(b) Explain the difference between the following word pairs by defining
each word. (Do only FIVE)
(i) Plaintiff, Plaintive
(ii) Valet, Varlet
(iii) Monitor, Mentor
(iv) Complacent, Complaisant
(v) Penitence, Penance
(vi) Crevice, Crevasse
(vii) Beneficent, Beneficial
6. (a) Correct only FIVE of the following sentences.
(i) Have either of you seen my pen?
(ii) On attempting to restore the picture to its original condition, almost
irreparable change was discovered.
(iii) The child is the prettiest of the two.
(iv) I was annoyed arriving late, also his rather insolent manner put me out
of temper.
(v) He is anxious not only to acquire knowledge, but also eager to display it.
(vi) If he was here now, we should have no difficulty.
(vii) Due to unforeseen environments, we shall have to leave early.
(viii) People have and still do disagree on this matter.
(b) Rewrite ONE of the following passages, converting what is in direct
speech into indirect, and what is in indirect speech into direct.
(i) Just as we came inside of the valley Jamil met us, -- "yes, the valley is all
very fine, but do you know there is noting to eat?"
"Nonsense; we can eat anything here."
"Well, the brown bread's two months old, and there's nothing else but
potatoes."
"There must be milk anyhow."
"Yes, there was milk, he supposed."
(ii) Miss Andleed said she thought English food was lovely, and that she
was preparing a questionnaire to be circulated to the students of the
university, with the view to finding out their eating preferences.
"But the students won't fill a questionnaire," said Miriam.
"Won't fill up questionnaire?" cried Miss Andleed, taken
aback.
"No", said Miriam, "they won't. As a nation we are not, questionnaire-
conscious."
"Well, that's too bad", said Miss Andaleeb.
46. Year 2016
PART - II
Q.2. Write a precis of the following passage in about 120 words and suggest
a suitable title. (20)
During my vacation last May, I had a hard time choosing a tour. Flights
to Japan, Hong Kong and Australia are just too common. What I wanted
was somewhere exciting and exotic, a place where I could be spared from
the holiday tour crowds. I was so happy when John called up, suggesting a
trip to Cherokee, a country in the state of Oklahoma. I agreed and went off
with the preparation immediately. We took a flight to Cherokee and
visited a town called Qualla Boundary surrounded by magnificent
mountain scenery, the town painted a paradise before us. With its
Oconaluftee Indian Village reproducing tribal crafts and lifestyles of the
18th century and the outdoor historical pageant Unto These Hills playing
six times weekly in the summer nights. Qualla Boundary tries to present a
brief image of the Cherokee past to the tourists. Despite the language
barrier, we managed to find our way to the souvenir shops with the help
of the natives. The shops were filled with rubber tomahawks and colorful
traditional war bonnets, made of dyed turkey feathers. Tepees, cone-
shaped tents made from animal skin, were also pitched near the shops.
"Welcome! Want to get anything?" We looked up and saw a middle-aged
man smiling at us. We were very surprised by his fluent English. He
introduced himself as George and we ended up chatting till lunch time
when he invited us for lunch at a nearby coffee shop. "Sometimes, I've to
work from morning to sunset during the tour season. Anyway, this is still
better off than being a woodcutter " Remembrance
weighted heavy on George's mind and he went on to tell us that he used to
cut firewood for a living but could hardly make ends meet. We learnt from
him that the Cherokees do not depend solely on trade for survival. During
the tour off-peak period, the tribe would have to try out other means for
income. One of the successful ways is the "Bingo Weekend". On the Friday
afternoons of the Bingo weekends, a large bingo hall was opened,
attracting huge crowds of people to the various kinds of games like the
Super Jackpot and the Warrior Game Special. According to George, these
forms of entertainment fetch them great returns. our final stop in Qualla
Boundary was at the museum where arts, ranging from the simple hand-
woven baskets to wood and stone carvings of wolves, ravens and other
symbols of Cherokee cosmology are displayed. Back at home, I really
missed the place and I would of course look forward to the next trip to
another exotic place.
3. Read the following passage carefully and answer the questions that
follow. (20)
The New Year is the time for resolution. Mentally, at least most of us
could compile formidable lists of 'do's and don'ts'. The same old favorites
recur year in and year out with the children, do a thousand and one job
about the house, be nice to people we don't like, drive carefully, and take
the dog for a walk every day. Past experience has taught us that certain
accomplishments are beyond attainment. If we remain deep rooted liars, it
is only because we have so often experienced the frustration that results
from failure. Most of us fail in our efforts at self-improvement because our
schemes are too ambitious and we never have time to carry them out. We
also make the fundamental error of announcing our resolution to
everybody so that we look even more foolish when we slip back into our
bad old ways. Aware of there pitfalls, this year I attempted to keep my
resolution to myself I limited to two modest ambitions, to do physical
exercise every morning and to read more in the evening. An overnight
party on New Year's Eve provided me with a good excuse for not carrying
out either of these new resolutions on the first day of the year, but on the
second, I applied myself assiduously to the task. The daily exercise lasted
only eleven minutes and I proposed to do them early in the morning
before anyone had got up. The self-discipline required to drag myself out
of bed eleven minutes earlier than usual was considerable. Nevertheless, I
managed to creep down into the living room for two days before anyone
found me out. After jumping about in the carpet and twisted the human
frame into uncomfortable positions. I sat down at the breakfast table in an
exhausted condition. It was this that betrayed me. The next morning the
whole family trooped into watch the performance. That was really
unsettling but i fended off the taunts and jibes of the family good
humoredly and soon everybody got used to the idea. However, my
enthusiasm waned, the time I spent at exercises gradually diminished.
Little by little the eleven minutes fell to zero. By January 10th I was back to
where I had started from. I argued that if I spent less time exhausting
myself at exercises in the morning, I would keep my mind fresh for reading
when I got home from work. Resisting the hypnotizing effect of television, I
sat in my room for a few evenings with my eyes glued to a book. One
night, however, feeling cold and lonely, I went downstairs and sat in front
of the television pretending to read. That proved to by my undoing, for I
soon got back to the old bad habit of dozing off in front of the screen, I still
haven't given up my resolution to do more reading. In fact, I have just
bought a book entitled 'How to Read a Thousand Words a Minute'.
Perhaps it will solve my problem, but I just have not had time to read it.
Questions
(i) Why most of us fail in our efforts for self-improvement? (5)
(ii) Why is it a basic mistake to announce our resolution to everybody? (5)
(iii) Why did the writer not carry out his resolution on New Year's Day? (5)
(iv) Find out the words in the above passage which convey the similar
meaning to the following (5)
Intimidating, Peril, Dwindle, Repel, Barb
4. (a) Correct only FIVE of the following. (5)
(i) We were staying at my sister's cape's code vacation home.
(ii) She recommended me that I take a few days off from work.
(iii) I tried to explain him the problem, but he had difficulty understanding
me.
(iv) I'll do the grocery shopping for your grandma, Lucy said.
(v) We took a tent, a cooler, and a sleeping bag.
(vi) I don't know why you didn't go. If I were you, I should have gone.
(vii) Kevin says he stopped to travel internationally because of his family.
(viii) Don't run! Mr. Salman shouted.
(b) Choose the punctuation mark that is need in each of the following
sentences. (5)
(i) "It isn't fair!" shouted Martin. Coach Lewis never lets me start the
game!"
(ii) Maureen's three sisters, Molly, Shannon, and Patricia are all spending
the summer at their grandmother's beach house.
(iii) For the centre pieces, the florist recommended the following flowers
daisies, tulips, daffodils, and hyacinths.
(iv) Lily is an accomplished gymnast she won three medals in her last
competition.
(v) Everyone was shocked when Mas Smithfield - a studious, extremely
bright high school senior decided that college was not for him.
5. (a) Choose the analogy of the words written in capital letters (Any FIVE)
(5)
(i) SLAPSTICK: LAUGHTER (Fallacy: Dismay, Genre: Mystery, Satire :Anger,
Horror: Fear)
(ii) CONVICTION: INCARNATION (Reduction: Diminution, Induction:
Amelioration, Radicalization: Estimation, Marginalization: Intimidation)
(iii) PROFESSOR: ERUDITE (Aviator: Licensed, Inventor: Imaginative,
Procrastinator: Conscientious, Overseer: Wealthy)
(iv) METAPHOR: SYMBOL (Pentameter: Poem, Rhythm: Melody, Nuance:
Song, Analogy: Comparison)
(v) SPY: CLANDESTINE (Accountant: Meticulous, Furrier: Rambunctious,
Lawyer: Ironic, Shepherd: Garrulous
(vi) VERVE: ENTHUSIASM (Loyalty: Duplicity, Devotion: Reverence,
Intensity: Colour, Eminence: Anonymity)
(vii) DELTOID: MUSCLE (Radius: Bone, Brain: Nerve, Tissue: Organ, Blood:
Vein)
(viii) DEPENDABLE: CAPRICIOUS (Fallible: Cantankerous, Erasable: Obtuse,
Malleable: Limpid, Capable: Inept)
(b) Rewrite the following dialogue, written in indirect speech, in a
paragraph form. (5)
Helen: Mr West, what's happened to
John? Mr West: He's left the company.
Helen: Why has he done that?
Mr West: He asked me for a rise but I didn't give it to
him. Helen: Why didn't you give him a rise?
Mr West: Because he was lazy.
Helen: Has he found another
job?
Mr West: Yes, he is working in a film
company. Helen: What is his salary like?
Mr West: I think he earns quite a
lot. Helen: Does he like the new
job?
Mr West: I don't know.
6. (a) Explain the difference between the following word pairs by using each
word in your own sentences. (Any FIVE) (5)
(i) Adverse, Averse
(ii) Altogether, All together
(iii) Allude, Elude
(iv) Braise, Braze
(v) Curb, Kerb
(vi) Faze, Phase
(vii) Maybe, May be
(viii) Moat, Mote
(b) Use any FIVE of the following in sentences which illustrate their
meaning. (5)
(i) Smash hit
(ii) Murphy's law
(iii) Place in the Sun
(iv) Wooden spoon
(v) Go bananas
(vi) Beard the lion in his den
(vii) Groan inwardly
(viii) Chicken out
7. Translate the following Urdu paragraph into English by keeping in view
figurative/ idiomatic expression. (10)
47. YEAR 2017

Part - II
Q.2. Write a precis of the following passage and also suggest a suitable title.
(20)
All the evils in this world are brought about by the persons who are
always up and doing, but do not know when they ought to be up or what
they ought to be doing. The devil, I take it, is still the busiest creature in
the universe, and I can quite imagine him denouncing laziness and
becoming angry at the smallest waste of time. In his kingdom, I will wager,
nobody is allowed to do nothing, not even for a single afternoon. The
world, we all freely admit, is a muddle but I for one do not think that it is
laziness that has brought it to such a pass. It is not the active virtues that it
lacks but the passive ones; it is capable of anything but kindness and a
little steady thought. There is still plenty of energy in the world (there
never were more fussy people about), but most of it is simply misdirected.
If, for example, in July 1914, when there was some capital idling weather,
everybody, emperors, kings, arch dukes, statesmmen, generals,
journalists, had been suddenly smitten with an intense desire to do
nothing, just to hang about in the sunshine and consume tobacoo, then we
should all have been much better off than we are now. But no, the
doctrine of the strenuous life still went unchallenged; there must be no
time wasted; something must be done. Again, suppose our statesmen,
instead of rushing off to Versailles with a bundle of ill-digested notions and
great deal of energy to dissipate had all taken a fortnight off, away from all
correspondence and interviews and what not, and had simply lounged
about on some hillside or other apparently doing nothing for the first time
in their energetic lives, then they might have gone to their so-called peace
conference and come away again with their reputations still unsoiled and
the affairs of the world in good trim. Even at the present time, if half of the
politicians in Europe would relinquish the notion that laziness is crime and
go away and do nothing for a little space, we should certainly gain by it.
Other examples come crowding into mind. Thus, every now and then,
certain religious sects hold conferences; but though there are evils abroad
that are mountains high, though the fate of civilization is still doubtful, the
members who attend these conferences spend their time condemning the
lenght of ladies' skirts and the noisiness of dance bands. They would all be
better employed lying flat on their backs somewhere, staring at the sky
and recovering their mental health.
Q.3. Read the following passage carefully and answer the questions that
follow: (20)
Education ought to teach us how to be in love and what to be in love
with. The great things of history have been done by the great lovers, by
the saints and men of science, and artists, and the problem of civilization is
to give every man a chance of being a saint, a man of science, or an artist.
But this problem cannot be attempted, much less solved, unless men
desire to be saints, men of science, and artists. And if they are to desire
that continuously and consciously they must be taught what it means to
be these. We think of the man of science or the artist, if not of the saint, as
a being with peculiar gifts, not as one who exercises, more precisely and
incessantly perhaps, activites which we all ought to exercise. It is a
commonplace now that art has ebbed away out of our ordinary life, out of
all the things which we use, and that is it practiced no longer by workmen
but only by a few painters and sculptors. That has happened becuase we
no longer recognize the aesthetic activity of the spirit, so common to all
men. We do not know that when a man makes anything he ought to make
it beautiful for the sake of doing so, and that when a man buys anything
he
ought to demand beauty in it, for the sake of beauty. We think of beauty if
we think of it at all as a mere sourse of pleasure, and therefore it means to
us ornament, added to things for which we can pay extra as we choose.
But beauty is not an ornament to lie, or to the things made by man. It is an
essential part of both. The aesthetic activity, when it reveals itself in things
made by men, reveals itself in design, just as it reveals itself in the desing
of all natural things. It shapes objects as the moral activity shapes actions,
and we ought to recognize it in the objects and value it, as we recognize
and value moral activity in actions. And as actions empty of the moral
activity are distasteful to us, so should objects be that are empty of the
aesthetic activity. But this is not so with most of us. We do not value it; do
not even recognize it, or the lack of it, in the work of others. The artist, of
whatever kind, is a man so much aware of the beauty of the universe that
he must impart the same beauty to whatever he makes. He has exercised
his aesthetic activity in the discovery of the beauty in the universe before
he exercises it in imparting beauty to that which he makes. He has seen
things in that relation in his own work, whatever it may be. And just as he
sees that relation for its own sake, so he produces it for its own sake and
satisfies the desire of his spirit in doing so. And we should value his work;
we should desire that relation in all things made by man, if we too have
the habit of seeing that relation in the universe, and if we knew that, when
we see it, we are exercising an activity of the spirit and satisfying a spiritual
desire. And we should also know that work without beauty means
unsatisfied spiritual desire in the worker; that it is waste of life and
common evil and danger, like thought without work, or action without
righteousness.
QUESTIONS
1. What has been lamented in the text? (04)
2. What is the difference between ordinary man and an artist? (04)
3. How can we make our lives beautiful and charming. (04)
4. What does the writer actually mean when he says, "Beauty is not an
ornament to life"? (04)
5. Do art and beauty affect our practical life and morals? Justify whether
you agree or disagree? (04)
Q.4. (a) Correct only FIVE of the following: (05)
(i) In the accident one of my arms was broken and my legs bruised.
(ii) The people who had been raising slogans against the government for
many hours they wanted increase in their salaries.
(iii) You have been working very hard for the last two years. Isn't it?
(iv) John could hardly do no better than to have caught a bass of such
dimensions.
(v) I who have no chance to meet him would rather go with you instead of
sitting at home.
(vi) He not only comes there for swimming but also for coaching new
swimmers.
(vii) When he visited the fair last time, he bought no less than twenty
school bags.
(viii) Then cattles are grazing in the field.
(b) Re-write the following sentences (Only FIVE) after filling the blanks
appropriately. (05)
(i) I cannot buy this car this price. (for, in, at, on)
(ii) Send these books my home address. (on, at, in, to)
(iii) Monkeys line trees. (in, at, upon, on)
(iv) I said it his face. (at, on, to, upon)
(v) The manager the receipt of my letter promptly. (accepted,
realized, recognized, acknowledged)
(vi) Most foreign students don't like American coffee, and (I
don't too, either don't, neither don't I, neither do I)
(vii) We take care of our parents when they are old. (could,
would, might, ought to)
(viii) Yousaf in the garden the whole of yesterday. (has dug,
was digging, dug, had dug)
Q.5. (a) Choose the ANALOGY of words written in capital letters. Attempt
any FIVE. (05)
(i) LION: ROAR (Snake:Slither, Goat:Bleat, Lizard:Crawl, Elephant:Tusk)
(ii) SHADOW:LIGHT (Flood:Rain, Image:Object, Reaction:Action,
House:Brick)
(iii) CLOT:BLOOD (Ink:Water, Curdle:Milk, Vaporize:Camphor, Brew:Coffee)
(iv) FEARFUL:COWEE (Humble:Boast, Weak:Exercise, Arrogant:Strut,
Wise:Dispute)
(v) EXPEDITE:HASTEN (conscript:Write down, Diver:Make harder,
Facilitate: Make easiest, Satirize:praise)
(vi) WOOD: FURNITURE (Father:Child, Tree:Seedling, Soil:Clay,
Stone:Sculpture)
(vii) SURGEON: DEXTEROUS (Clow:Fat, Actress:Beautiful, Athelete:Tall,
Acrobat:Agile)
(viii) LECHER: LUST (Pith:Herb, Glutton:Greed, Business:Profit,
Showbiz:Frame)
(b) Punctuate the following text, where necessary. (05)
a quaker was one day walking on country road he was suddenly met by a
highwayman pointing a pistol the man exclaimed your money or your life
my friend said the quaker I cannot deliver my money for i should be
helping thee in evildoing however exchange is lawful and i will give thee
my purse for the pistol the robber agree on receiving the purse the quaker
at once held the pistol at the robbers head and said now friend my purse
back or the weapon may go off fire said the robber there is no powder in
the pistol
Q.6. (a) Explain the difference between the following word pairs (Any FIVE)
by using each word in your own sentences. (05)
(i) Wrath, Wroth
(ii) Veracity, Voracity
(iii) Subtler, Sutler,
(iv) Retenue, Retinue
(v) Minute, Minuet
(vi) Furor, Furore
(vii) Dinghy, Dingy
(viii) Bony, Bonny
FIVE
(b) Use of the
onlyfollowing in sentences which illustrate their
meaning: (05)
(i) Spirit away
(ii) Plough back
(iii) Eager beaver
(iv) Ring a bell
(v) Be left holding the baby
(vi) Cap in hand
(vii) Hold out a carrot
(viii) Over the moon
Q.7. Translate the following into English by keeping in view
figurative/idiomatic expression. (10)
48. YEAR 2018
PART - II
Q. 2. Write a following passage in about 120 words and also
precis of the
suggest a suitable title: (20)
It is in the temperate countries of northern Europe that the beneficial
effects of cold are most manifest. A cold climate seems to stimulate
energy by acting as an obstacle. In the face of an insuperable obstacle our
energies are numbed by despair; the total absence of obstacles, on the
other hand leaves no room for the exercise and training of energy; but a
struggle against difficulties that we have a fair hope of over-coming, calls
into active operation all our powers. In like manner, while intense cold
numbs human energies, and a hot climate affords little motive for
exertion, moderate cold seems to have a bracing effect on the human
race. In a moderately cold climate man is engaged in an arduous, but no
hopeless struggles and with the inclemency of the weather. He has to
build strong houses and procure thick clothes to keep himself warm. To
supply fuel for his fires, he must hew down trees and dig coal out of the
earth. In the open air, unless he moves quickly, he will suffer pain from the
biting wind. Finally, in order to replenish the expenditure of bodily tissue
caused by his necessary exertions, he has to procure for himself plenty of
nourishing food.
Quite different is the lot of man in the tropics. In the neighbourhood of
the equator there is little need of clothes or fire, and it is possible with
perfect comfort and no danger to health, to pass the livelong day
stretched out on the bare ground beneath the shade of a tree. A very little
fruit or vegetable food is required to sustain life under such circumstances,
and that little can be obtained without much exertion from the bounteous
earth.
We may recognize must the same difference between ourselves at
different seasons of the year, as there is between human nature in the
tropics and in temperate climes. In hot weather we are generally languid
and inclined to take life easily; but when the cold season comes, we find
that we are more inclined to vigorous of our minds and bodies.
follow: (20)
The third great defect of our civilization is that it does not know what to
do with knowledge. Science has given us powers fit for the gods, yet we
use them like children. For example, we do not know how to manage our
machines. Machines were made to be man's servants; yet he has grown so
dependent on them that they are in a fair way to become his master.
Already most men spend most of their lives looking after and waiting upon
machines. And the machines are very stern masters. They must be fed
with coal, and given petrol to drink, and oil to wash with, and they must be
kept at the right temperature. And if they do not get their meals when
they expect them, they grow sulky and refuse to work, or burst with rage,
and blow up, and spread ruin and destruction all around them. So we have
to wait upon them very attentively and do all that we can to keep them in
a good temper. Already we find it difficult either to work or play without
the
machines, and a time may come when they will rule us altogether, just as
we rule animals.
And this brings me to the point at which I asked, "What do we do with
all the time which the machines have saved for us, and the new energy
they have given us?" On the whole, it must be admitted, we do very little.
For the most part we use our time and energy to make more and
better machines; but more and better machines will only give us still more
time and still more energy, and what are we to do with them? The answer,
I think, is that we should try to become mere civilized. For the machines
themselves, and the power which the machines have given us, are not
civilization but aids to civilization. But you will remember that we agreed
at the beginning that being civilized meant making and linking beautiful
things. Thinking freely, and living rightly and maintaining justice equally
between man and man. Man has a better chance today to do these things
that he ever had before; he has more time, more energy, less to fear and
less to fight against. If he will give his time and energy which his machines
have won for him to making more beautiful things, to finding out more
and more about the universe, to removing the causes of quarrels between
nations, to discovering how to prevent poverty, then I think our civilization
would undoubtedly be the greater, as it would be the most lasing that
there has even been.
QUESTIONS
1. Instead of making machines our servants the author says they have
become our masters. In what sense has this come about? (04)
2. The use of machines has brought us more leisure and more energy. But
the author says that this has been a curse rather than blessing. Why? (04)
3. What exactly is the meaning of 'civilization'? Do you agree with the
author's view? (04)
4. 'Making more beautiful things' -- What does this expression mean?
Make a list o the beautiful things that you would like to make and how you
would make them? (04)
5. Mention some plans you may have to prevent poverty in the world.
Who would receive your most particular attention, and why? (04)
Q.4. (a) Correct any FIVE of the following: (05)
(i) They only work when they have no money.
(ii) They left the hotel here they had been staying in a motor-car.
(iii) I cannot by no means allow you to do so.
(iv) My friend said he never remembered have read a more enjoyable
book.
(v) Going up the hill, an old temple was seen.
(vi) One day the bird did not perform certain tricks which had thought it to
his satisfaction.
(vii) I was rather impressed by the manner of the orator than by his matter.
(viii) What an awful weather!
(b) Use punctuation marks where needed in the following sentences: (05)
(i) There is a slavery that no legislation can abolish the slavery caste
(ii) All that I am all that I hope to be owe to my angel mother
(iii) Take away that bauble said Cromwell pointing to the mace which lay
upon the table
(iv) There is only one cure for the evils which newly acquired freedom
produces and that cure is freedom
(iv) History it has been said is the essence of innumerable biographies
Q.5. (a) Fill the following blanks (Any FIVE) with appropriate prepostions.
(05)
(i) a Ford he has a Fiat cat. (in, before, besides, despite)
(ii) I saw him felling a big tree a hatchet. (with, through, by, at)
(iii) I must start dawn to reach the station in time. (on, at, by,
after)
(iv) I have known him a long time. (since, from, for, over)
(v) "Will you walk my parlour?" (in, to, by, into)
(vi) The public cautioned pickpockets. (against, about, of,
for)
(b) Rewrite the following dialogue, written in direct speech, in a paragraph.
(05)
Jack: Hello, Swarup! Swatting away as usual. Come out, man; shut up you
old books, and come and have a game of tennis.
Swarup: I am sorry I cannot do that, Jack. The examination is drawing near,
and I want every hour I can get for study.
Jack: Oh! Hang all examinations! I do not worry about mine. What is the
use of them, any way?
Swarup: Well, you can't get a degree if you don't pass the examination;
and I have set my heart on being a graduate.
Jack: And pray what good will graduation do you? You may get a clerkship
in a government office; but that's al, and there are hundreds of fellows
who have got their degrees, and are no nearer getting jobs of any sort.
Swarup: That my be so; but I am not studying so much to pass my
examination and obtain any degree, as to store my mind with knowledge
and develop my intellectual faculities.
Q.6. (a) Explain the difference between the following word pairs (Any FIVE)
by using each word in your own sentences: (05)
(i) Callous; Callus
(ii) Born, Borne
(iii) Faint, Feint
(iv) Dinghy, Dingy
(v) Lose, Loose
(vi) Waiver, Waver
(vii) Shear, Sheer
(viii) Resister, Risistor
(b) Use ONLY FIVE of the following which illustrate their meaning. (05)
(i) Show and tell
(ii) Helter-skelter
(iii) To the death
(iv) Tilt at windmills
(v) Het up
(vi) The whole ball of wax
(vii) It's about time
(viii) Punch-up
Q.7. Translate the following Urdu paragraph into English by keeping in view
figurative/idiomatic expressions. (10)
49. YEAR 2019
PART - II
Q.2. Write a precis of the following passage and also suggest a suitable title:
(20)
I think modern educational theorists are inclined to attach too much
importance to the negative virtue of not interfering with children, and too
little to the positive merit of enjoying their company. If you have the sort
of liking for children that many people have for horses or dogs, they will be
apt to respond to your suggestions, and to accept prohibitions, perhaps
with some good-humoured grumbling, but without resentment. It is no
use to have the sort of liking that consists in regarding them as a field for
valuable social endeavour, or what amounts to the same thing as an outlet
for power-impulses. No child will be grateful for an interest in him that
springs from the thought that he will have a vote to be secured for your
party or a body to be sacrificed to king and country. The desirable sort of
interest is that which consists in spontaneous pleasure in the presense of
children, without any ulterior purpose. Teachers who have this quality will
seldom need to interfere with children's freedom, but will be able to do
so, when necessary, without causing psychological damage.
Unfortunately, it is utterly impossible for over-worked teachers to
preserve an instinctive liking for children; they are bound to come to feel
towards them as the proverbial confectioner's apprentice does towards
macaroons. I do not think that education ought to be anyone's whole
profession: it should be undertaken for at most two hours a day by people
whose remaining hours are spent away from children. The society of the
young is fatiguing, especially when strick discipline is avoided. Fatigue, in
the end, produces irritation, which is likely to express itself somehow,
whatever theories the harassed teacher may have taught himself or
herself to believe. The necessary friendliness cannot be preserved by self-
control alone. But where it exists, it should be unnecessary to have rules in
advance as to how "naughty" children are to be treated, since impulse is
likely to lead to the right decision, and almost any decision will be right if
the child feels that you like him. No rules, however wise, are a substitue
for affection and tact.
follow: (20)
When I returned to the common the sun was setting. The crowd about
the pit had increased, and stood out black against the lemon yellow of the
sky - a couple of hundred people, perhaps. There were raised voices, and
some sort of struggle appeared to be going on about the pit. Strange
imaginings passed through my mind. As I drew nearer I heard Stent's
voice: "Keep back! Keep back!" A boy came running towards me. "It's
movin'," he said to me as he passed; "it's screwin' and screwin' out. I don't
like it. I'm goin' home, I am." I went to the crowd. They were really, I
should think, two or three hundred people elbowing and jostling one
another, the one or two ladies there being by no means the least active.
"He's fallen in the pit!" cried someone. "Keep back!" said several. The
crowd swayed a little, and I elbowed my way through. Everyone seemed
greated excited. I heard a peculiar humming sound from the pit. "I say!"
said Ogilvy. "Help keep these idiots back. We don't know what's in the
confounded thing, you know!" I saw a young man, a shop assistance in
Working I believe he was, standing on the cylinder and trying to scramble
out of the hole again. The crowd had pushed him in. The end of cylinder
was being screwed out from withing. Nearly two feet of shinning screw
projected. Somebody blundered against me, and I narrowly missed being
pitched onto the top of the screw. I turned, and as I did so the screw must
have come out, for the lid of the cylinder fell upon the gravel with a ringing
concussion. I stuck my elbow into the person behind me, and turned my
head towards the Thing agian. For a moment that circular cavity seemed
perfectly black. I had the sunset in my eyes. I think everyone exprected
to see a man emerge-possibly something a little unlike us terrestial men,
but in all essentials a man. I know I did. But, looking, I presently saw
something stirring within the
shadow: greyish billowy movements, one above another, and then two
luminous disks-like eyes. Then something resembling a little grey snake,
about the thickness of a walking stick, coiled up out of the writhing middle,
and wringgled in the air towards me-and then another. A sudden chill
came over me. There was a loud shriek from a woman behind. I half
turned, keeping my eyes fixed upon the cylinder still, from which other
tentacles were now projecting, and began pushing my way back from the
edge of the pit. I saw astonishment giving place to horror on the faces of
the people about me. I heard inarticulate exclamations on all sides. There
was a general movement backwards. I saw the shopman struggling still on
the edge of the pit. I found myself alone, and saw the people on the other
side of the pit running off, Stent among them. I looked again at the
cylinder and ungovernable terror gripped me. I stood petrified and staring.
A big greyish rounded bulk, the size, perhaps, of a bear, was rising slowly
and painfully out of the cylinder. As it bulged up and caught the light, it
glistened like wet leather. Two large dark-coloured eyers were regarding
me steadfastly. The mass that framed them, the head of the Thing, was
rounded, and had, one might say, a face. There was a mouth under the
eyes, the lipless brim of which quivered and panted, and dropped saliva.
The whole creature heaved and pulsated convulsively. A lank tentacular
appendage gripped the edge of the cylinder, another swayed in the air.
Those who have never seen a living Martian can scarcely imagine the
strange horror of its appearance. The peculiar V-shaped mouth with its
pointed upper lip, the absence of brow ridges, the absence of a chin
beneath the wedge like lower lip, the incessant quivering of his mouth, the
Gorgon groups of tentacles, the tumultous breathing of the lungs in a
strange atmosphere, the evident heaviness and painfullness of movement
due to the greater gravitational energy of the earth above all, the
extraordinary intensity of the immense eyes-were at once vital, intense,
inhuman, crippled and monstrous. There was something fungoid in the oily
brown skin, something in the clumsy delibertion of the tedious
movements unspeakably nasty. Even at this first encounter, this first
glimpse, I was overcome with disgust and dread.
QUESTIONS
1. What leads us to believe that this passage is from a science fiction
story? (04)
2. How was the crowd behaving? (04)
3. Why did the mood of the crowd alter? (04)
4. What was the narrator's initial reaction to the "Thing"? (04)
5. Why did the writer feel disgusted? (04)
Q. 4. Correct only FIVE of the following: (10)
(i) He enjoyed during the holidays.
(ii) None of the boys had learnt their lesson.
(iii) He is abusing the money of his father.
(iv) I regret at the delay.
(v) I could not help but laugh.
(vi) I always have and always shall be your friend.
(vii) I was out walking when I saw the new moon in the garden.
(viii) He cried as if he was mad.
Q. 5. (a) Punctuate the following text, where necessary. (05)
a hungry lion slipped out of the forest into a barnyard one evening when
he saw a plump donkey his mouth began to water but just as he was ready
to jump on the donkey a rooster crowed he was frightened and so turned
away into the forest again hey look at that cowardly lion the donkey
brayed to the rooster i am going to chase him and the donkey ran after the
lion wait the rooster shouted you dont know that but it was too late the
lion had turned and killed the donkey ah my poor stupid friend the rooster
said
as he watched the lion eating the donkey the lion wasnt afraid of you but
of crowing
(b) Re-write the following sentences (ONLY FIVE) after filling in the blanks
with appropriate prepositions. (05)
(i) What time do we arrive our destination?
(ii) We are flying some rough weather; please fasten your seat
belts.
(iii) It is warming up; noon we should be able to go swimming.
(iv) My parents are not responsible my actions.
(v) This pan is cooking omelettes.
(vi) poor attendance, this course is being cancelled.
(vii) The police took the min in questioning.
(viii) The woman you gave the book is my aunt.
Q. 6. Use ONLY FIVE of the following in sentences which illustrate their
meanings. (10)
(i) To case pearsl before swine
(ii) Te step into one's shoes
(iii) Stuff and nonsense
(iv) A wild goose chase
(v) To be ill at ease
(vi) Sit on the fence
(vii) In a jiffy
(viii) To preen onself
figurative/idiomatic expression. (10)
50. YEAR 2020
PART - II
Q.2. Write a precis of the following passage and also suggest a suitable title:
(20)
Manto was a victim of some kind of social ambivalence that converged
one self-righteousness, hypocrisy, and mental obtuseness. His detractors
branded him as vulgar and obscene and implicated him into a long-dawn
legal battle questioning the moral validity of his writings. Without being
deterred by their negative tactics, he remained firms in his commitment to
exploring the stark realities of life offensive to the conservative taste of
some self-styled purists. In the line of Freud, he sought to unravel the
mysteries of sex not in an abstract, non-earthly manner but in a palpable,
fleshy permutation signifying his deep concern for the socially disabled
and depressed classes of society, like petty wage-earners, pimps, and
prostitutes.
For Monto, man is neither an angel nor a devil, but a mix of both. His
middle and lower middle class characters think, feel and act like human
beings. Without feigning virtuosity, he was able to strike a rappot with his
readers on some of the most vital socio-moral issues concerning them. As
a realist, he was fully conscious of the yawning gap between appearance
and reality; in fact, nothing vexed him more than a demonstrable duality in
human behaviour at different levels of the social hierarchy. He had an
unjaundiced view of man's faults and follies. As a literary artist, he treated
vulgarity discreetly --- without ever sounding vulgar in the process. Like
Joyce, Lawrence, and Caldwell, in Manto's work too, men and women of
the age find their own restlessness accurately mirrored. And like them,
Manto was also 'raised above his own self by his sombre enthusiasm'.
Q.3. Read the passage carefull and answer the questions given at the end.
(20)
Golbalization is viewed by its proponents as a process of cementing
economic, cultural and political bonds between peoples of different
countries of the world. One may regard it as a process by which they are
welded into a single world society, to be termed as global society. It means
internationalization of production and labour leading to integration of
economies of developing and developed countries into global economy. To
quote Rosaberth M. Kanter, "The world is becoming a global shopping mall
in which ideas and products are available everywhere at the same time."
Globalization is a natural outcome of computer networking and
electronic mass communication. Information technology has made it
possible for nations of the world to contact one another beyong their
national borders. Besides, globalization is also promoted through the
growth and proliferation of multinational companies and corporations that
operate as transporter networks. Anyhow the flow of capital technology
and labour across the borders of countries has accentuated the process of
globalization.
Deregulation, liberalism and privatization being assiduously pursued in
developin countries are some other manifestations of globalization. These
countries are opening their ecomomies to follow these trends. The size of
the public sector is shrinking for the private sector to assume an
increasingly important role in the ecomomic development of the Third
World countries. The downsizing of the public sector is in line with the
spirit of market economy. This is suggested as a measure to cover up their
fiscal deficit.
QUESTIONS (4 marks each)
1. Define globaliztion.
2. What is electronic mass communication?
3. What does the term Third World denote?
4. What is privatization?
5. Explain 'liberalism' is the above context.
Q. 4. Correct only FIVE of the following: (10)
(i) I won him in the race.
(ii) He said that I am playing chess.
(iii) Unless you do not try, you will never succeed.
(iv) He wrote with ink.
(v) What country he belongs to?
(vi) When he reaches to manhood, he will visit to England.
(vii) The new session commences from February 1st, 2020.
(viii) Please send this letter on my address.
Q.5. (a) Punctuate the following text, where necessary. (05)
Letters between relatives and friends are called personal letters the
most important thing in such letters is the content don't being with a
hackneyed phrase like I was delighted to get your letter received your
letter or I have often thought of writing to you use a vigorous clear chatty
style
(i) I was annoyed him.
(ii) This train is bound Gujrat.
(iii) The pistol went by accident.
(iv) He kept asking silly questions.
(v) He was knocked by the bus.
(vi) Do not meddle my affairs.
(vii) The meeting was put by the Chairman.
(viii) He rounded his speech with a quote from Ghalib.
Q.6. Use ONLY FIVE of the following in sentences which illustrate their
meanings. (10)
(i) To break the ice
(ii) Nip in the bud
(iii) See eye to eye with
(iv) For good
(v) Tamper with
(vi) The small hours
(vii) Keep up appearances
(viii) Prima facie
Q.7.TranslatethefollowingintoEnglishbykeepingin vies
51. YEAR 2021
PART - II
Q.2. Write a precis of the following and suggest a suitable title: (20)
Nizar Hassan was born in 1960 and raised in the village of Mashhad,
near Nazareth, where he has lived with his family. He studied
anthropology at Haifa University and after graduating worked in TV.
Starting in 1990, he turned to cinema, In 1994, he produced
Independence, in which he pokes his Palestinian interlocutors about what
they think of the bizarre Israeli notion of their "independence". They have
stolen another people's humeland and call the act "independence"!
Hassan dwells on that absurdity.
As the world's attention was captured by the news of Israel planning to
"annex" yet a bit more of Palestine and add it to what they have already
stolen, I received an email from Nazir Hassan, the pre-eminent Palestinian
documentary filmmaker. He wrote to me about his latest film, My
Grandfather's Path, and included a link to the director's cut. It was a
blessing. They say choose your enemies carefully for you would end up like
them. The same goes for those opposing Zionist settler colonialists. If you
are too incensed and angered by their daily dose of claptrap, the vulgarity
of their armed robbery of Palestine, you would soon become like them
and forget yourself and what beautiful ideas, ideals, and aspirations once
animated your highest dreams. Never fall into that trap. For decades,
aspects of Palestinian and world cinema, art, poetry, fiction, and drama
have done for me precisely that; saved me from that trap. They have
constantly reminded me what all our politics are about -- a moment of
poetic salvation from it all.
Nizar Hassan's new documentary is one such work -- in a moment of
dejection over Israel's incroachment on Palestinian rights and the world's
complicity, it has put Palestine in perspective. The film is mercifully long,
beautifully paced and patient, a masterfully crafted work of art -- a
Palestinian's epic ode to his homeland. A shorter version of My
Grandfather's Path has been broadcast on Al Jazeera Arabic in three parts,
but it must be seen its entirety, in one go. It is a pilgrimage that must not
be interrupted.
Q.3. Read the following passage carefully an answer the questions given at
the end. (20)
In its response to 9/11, America has shown itself to be not only a
hyperpower but increasingly assertive and ready to use its dominance as a
hyperpower. After declaring a War on Terrorim, America has led two
conventional wars, in Afghanistan and Iraq, demonstrating its
overwhelming awesome military might. But these compaigns reveal
something more: America's willingness to have recourse to arms as
appropriate and legitimate means to secure its interests and bolster its
security. It has set forth a new doctrine: the right of pre-emptive strike
when it considers its security, and therefore its national interests, to be at
risk, The essense of this doctrine is the real meaning of hyperpower.
Prime Minister Tony Blair has consistently argued that the only option in
the face of hyperpower is to offer wise counsel. But increasingly this is a
course that governments and people across the world have refused. The
mobilisation for was against Iraq split the United Nations and provoked the
largest anti-war demonstrations the world has ever seen. And through it
all, America maintained its determination to wage war aloneif necessary
and not to be counselled by the concerns of supposedly allied
goevernments when they faithfully represented the wished of their
electorates. Rather than engaging in debate, the American government
expressed its exasperation. The influential new breed of neoconservative
radio and television hosts went much further. They acted as ringmasters
for outpourings of public scorn that saw French fires renamed 'freedom
fries' and moves to boycott French and German produce across America.
Of one sound-bite can capture a mood, then perhaps it would be Fox
News' Bill O'Reilly. At the height of the tension over a second Security
Council resolution to legitimate war in Iraq, Mr O'Reilly told his viewers
that the bottom line was security, the security of his family, and in that
matter 'There's no moral equivalence between the US and Belgium'. It is,
in effect, the ethos of hyperpower articulated and made manifest in the
public domain of 24-hour talk. And America's willingness to prosecute war
has raised innumerable questions about how it engages with other
countries. Afghanistan has seen the removal of the Taliban. But there are
no official statistics on the number of innocent civilians dead and injured
to achieve that security objective. The people of Afghanistan have
witnessed a descent into chaos that preceded the arrival of the Taliban, a
country administered not by a new era of democracy under the tutelage of
the hyperpower, but merely by the return of the warlords. Beyond Kabul,
much of the country remains too insecure for any meaningful efforts at
reconstruction and there is enormous difficulty in bringing relief aid to the
rural population.
QUESTIONS (4 marks each)
1. Why does the doctrine of power set by neo-imperial America deny
space to counselling?
2. What is the essence of 'moral equivalence' whereas War has no moral
justification?
3. Why do countries occupied and under the tutelage of hyperpower have
no peace?
4. Arguably Europe and hyperpower of US are at cross purposes over the
concept of war. Are they? Why?
5. What Tony Blair's meant by 'wise counsel', and did it prevail?
Q.4. Correct only FIVE of the following: (10)
(i) They were lieing in the sun.
(ii) He will not come without he is asked.
(iii) John as well as Harry bear witness to it.
(iv) The crew was now on board and they soon busied themselves in
preparing to meet the coming storm.
(v) Could I have piece of please?
(vi) Is there a sport club near by?
(vii) The coat is quite big.
(viii) It's only a short travel by train.
Q.5. (a) Punctuate the following text, where necessary. (05)
The familiarity produces neglect has been long observed the effect of all
external objects however great or splendid ceases with their novelty the
courtier stands without emotion in the royal presence the music tramples
under his foot the beauties of the spring with little attention to their
fragrance and the inhabitant of the coast darts his eye upon the immense
diffusion of waters without awe wonder or terror.
(i) The knavish wolf was able convince the pig let him
home.
(ii) I looked this word in the dictionary, but I still don't
understand it.
(iii) The need to learn these verbs heart
tomorrow.
(iv) The morgue is redolent the odor of deceased individuals.
(v) He is cogitating some means of revenge.
(vi) He was reticent do anything about the problem.
(vii) His body is impervious moisture.
(viii) Ahmad applied the bank for a loan.
Q.6.
of the Use
pairs
onlyofFIVE
words in sentences clearly illustrating
their meanings. (10)
(i) Gibe, Jibe
(ii) Epigram, Epigraph
(iii) Brawl, Bawl
(iv) Crib, Crypt
(v) Barmy, Balmy
(vi) Peat, Petite
(vii) Monogamous, Monogenous
(viii) Postilion, Posterior
52. YEAR 2022
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30 July 2021 at 11:02

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15 September 2021 at 02:57

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